Build Your Own Robot

 

Fiona Black

Unit of Study: Shapes

Subject: Art
Grade: Kindergarten

 

The lesson involves the following arrangements: Whole group

One-on-one

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Essential Elements addressed in this lesson:

1.A.4 Well-Structured Lessons

2.A.3 Meeting Diverse Needs

2.B.1 Safe Learning Environment

2.D.2 High Expectations

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The Big Idea:

 

Students will use their knowledge of shapes to create 2D paper robots collages.

 

Specific Content Standards addressed in this lesson:

 

1.3 Learn and use appropriate vocabulary related to methods, materials, and techniques
1.4 Learn to take care of materials and tools and to use them safely
2.4 For shape and form, explore the use of shapes and forms in 2D and 3D works Identify simple shapes of different sizes, for example, circles, squares, triangles, and forms, for example, spheres, cones, cubes, in the environment and in artwork

3.3 Create 2D and 3D artwork from memory or imagination to tell a story or embody an idea or fantasy

 

Specific Essential Questions addressed in this lesson:

 

What are some shapes that you know? Can you show me something in this room that is a *name of shape*? What kind of shapes can we use to create a body?

 

Specific Rationale

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Why do students need to engage with this content or skill at this point in time? What evidence suggests that this is the appropriate next step in learning for this group of students (or specific student)

 

Kindergarteners are young and still learning about things like shapes and form. By learning about these things through creation and expression students can hopefully be able to engage with this subject in everyday life as well.

 

Learning Outcomes/Expectations/objectives:

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As a result of this lesson, students will understand that many things in everyday life are made up of shapes and forms.

 

As a result of this lesson, students will know that each shape is different and can be used to create larger images.

 

As a result of this lesson, students will be able to create a body (robot) by combining many different shapes.

 

Assessment of Student Understanding

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What products or performances will provide evidence of the desired understandings, knowledge and skills?

 

Finished student work will provide me with evidence that they have understood the project and information given. If students demonstrate knowledge of creating a robot using different shapes, then I will know that they understood.

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Learning Activities:

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Introduction/Opening (5-10 minutes)

Have large cut outs of different shapes on the board and have students tell me shape is which. Have students make these shapes with their arms as we list them. Afterwards, ask students to help me build a robot on the board with these shapes, and talk about which shapes could fit into which part of a robot body: what shape could the head be? What shape could the neck be? etc. What are some shapes that you know? Can you find a *name of shape* in this room? Can you think of something that is the shape of a *name of shape*?

 

Demonstration (5 minutes)
Hold up a sheet of paper with a few shapes already glued onto it that start to resemble the body of my robot. Show students how to glue on shapes using glue sphinxes and give them some ideas of where they could glue them on to make more body parts and details.

 

Transition: Send students to seats to begin working.

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Activity (20-25 minutes)
Student can work independently on this project for as long as they want within this time frame. Once students start to finish glueing I’ll hand out markers so they can start to color and draw on top of their robots if time allows for it.

 

Closure (5 minutes)
Have students start to clean up, put work on the drying rack, and line up by the door. *If students aren’t done yet they can finish this project next class. **Students who will be finishing glazing their clay projects from last week during this class period, can do this project next class.

 

Materials needed for the lesson:

• paper (~9x12) [1 piece per student]

• assortment of pre-cut small colored paper shapes

• glue sponges [1 for every two students)

• assortment of crayons

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Teacher Materials needed for demonstration:

• sheet of white paper

• assortment of pre-cut small colored paper shapes

• glue sponge

 

Understanding Your Learners

 

What considerations have you made to create an equitable environment to support all students in reaching the objectives for this lesson?

 

Using images as well as text and verbal cues during the demonstration.

 

How will you modify the lesson for students with IEPs and 504s?

 

In order to reach a variety of learners I will provide images, text, and verbal instruction. Students with impaired motor skills can place the shapes where they want them and have a adult glue those shapes down, or have an adult help them verbalize where they want things to be placed in order to create their project.

 

How will you modify the lesson for students with language learning needs?

Visual cues and instructions, and can provide key words for vocabulary if necessary.

 

How will you enhance and extend the lesson for students that already demonstrate mastery of the objectives?

 

Students who finish early or demonstrate knowledge of the objectives can create an additional robot collage with the challenge of using only one shape from the cut outs.