Created by Sarah Widenhofer

Unit Overview
2nd Grade, 45 minute classes
Concept: Nature
Concept Question: Why might people be inspired by nature?
As artists, we use big ideas from life and personal experiences as inspiration to create art. The idea of nature
influences artists and their artmaking. In this unit, students will explore conceptual ideas, technical skills, and
the artmaking process. Students will learn to create art through observation. They will take the time to look at
lines in and around a leaf, and create a painting based on these observations. They will begin to have an
understanding of organic shape and naturally occurring objects.
Stage 1: Desired Results
Aesthetics:
Enduring Understanding
Art can have diverse values, meanings, and definitions.
Essential Question
Why might people value nature?
VB Instructional Objectives
EL2.16 The student will determine the many reasons why art has value
Art Criticism:
Enduring Understanding
Artworks can be interpreted using visual evidence and basic contextual information.
Essential Question
What facts or ideas can we gather through observational art?
VB Instructional Objectives
EL2.3.13 The student will describe works of art through direct observation
Art History:
Enduring Understanding
Art is a reflection of time, place, and culture.
Essential Question
How can observational art respresent the world around us?
VB Instructional Objectives
Art Production:
Enduring Understanding
Art can be inspired and created using direct observation.
Essential Question
How can artists represent the objects and things they see around them?
VB Instructional Objectives
EL2.7 The student will use observational drawing to create works of art.

Created by Sarah Widenhofer

KNOW
Knowledge

Students will know

Observational Art
Line (Zig-zag, Curvy, Straight)
Shape (Organic, Geometric)
Natural Objects
Georgia OKeeffe
Leaf
Stem
Veins

UNDERSTAND
Meaning

Students will understand that

Art can be inspired by nature.

Art can represent the world as
we see it.
Artists can create works through
direct observation.

DO
Skill

Students will be able to

Form and defend opinions/Class

Discussion
Infer Information from a work of
art
Draw/paint different line
Draw/paint organic shape
Draw from direct observation
Writing/Reflection

Use of different lines and shapes

can accurately express an
object.
Georgia OKeeffe created art
through direct observation. She
was inspired by the nature
around her.
Stage 2: Assessment Evidence
SUMMATIVE ASSESSMENT
Performance Tasks & Products
Student Procedure (the artmaking/design problem stated)
Key Criteria (what teacher will evaluate)
Artmaking Design Product:
Artmaking / Design Problem:
Content/concept
Students will practice drawing leaves from direct
Composition/formal design/visual
observation with pencil. They will focus on looking
organization
directly at leaf and drawing what they see. This will serve
Craftsmanship/technical skill
as a rough draft for their painting. Students will consider
Originality/innovation
how a bug may see a leaf. They will paint a close up visual
Participation/Effort/Following
of the leaves they practiced.
directions
Written/Oral Reflection/Critique: There will be 2
different ways to reflect on this project based on when Written/Oral Reflection/Critique:
Understanding of concept
students finish.
Interpretation/Analysis of artwork
A. Students who finish first: Students will reflect on
their art by writing a short story about the bug that
Comparison to famous works
lives on their leaf. What is the leaf like? What does
Reflection on the process
the bug see?
Detailed Rubrics with Learning Plans
B. Drawings on display: As a class we will go out
and view the art display. We will discuss what we
see. Do the pieces look like something from their
imagination or from observation?

FORMATIVE ASSESSMENT

Created by Sarah Widenhofer

Other Evidence
Informal check for understanding

1.
2.
3.
4.
5.
6.

Discussion on direct observation

Discussion on Georgia OKeeffe
Group Review; asking questions throughout the presentation
Drawing from direct observation, not imagination
Class participation
Written/oral response, reflection, etc.

Stage 3: Learning Plan

Learning Plan 1 Intro to Direct Observation

A. Concept Question; what is nature? Why might people be inspired by nature? Class
will discuss what they see on their table (Leaves). How are they similar? Different? What
colors are they? Are there lines? What kind of lines? Shapes? Where did these leaves come
from? (Nature)
B. Goals
EL2.3.13 The student will respond to works of art through direct observation
EL2.1.4 The student will use the elements of art in works of art: Color, Line, Shape
(organic)
EL2.1.7 The student will use observational drawing to create works of art
C. Introduction with Flipchart on Nature, Direct Observation, and Georgia OKeeffe
1. Teacher will introduce idea of nature. What is nature? Why might people and artist
value nature? Nature can be drawn through direct observation.
2. Class with view art from direct observation. Did the artists use their imagination?
Or did they draw what they see?
3. Teacher will give some background info on Georgia OKeeffe. Female American
painter who used direction observation.
4. Class will watch Brainpop video on Georgia OKeeffe.
5. Teacher will model drawing from direct observation.
D. Activity: Students will practice drawing from direct observation. They will observe and
study leaves that are provided for them. They will practice drawing what they see on large
manila paper. They will be encourages to draw multiple leaves, large and small. Focusing
on looking at the leaf and drawing exactly what they see.

Learning Plan 2 Painting from Direct Observation

A. Concept Question; What is direct observation? Why would an artist draw from direct
observation? Class will discuss why and how an artist can draw from direct observation.
B. Goals
EL2.1.4 The student will use the elements of art in works of art: Color, Line, Shape
(organic)
EL2.1.7 The student will use observational drawing to create works of art

C. Review, Demo, and Activity

Created by Sarah Widenhofer

1. Class will review Nature, Georgia OKeeffe, and direct observation drawing. Class will
discuss how would a bug view these leaves? Students paintings will reflect a close up
view.
2. Teacher will demo how to use rough draft to choose which leaf they prefer to paint.
Students will lightly draw leaf with pencil along with teacher.
3. Teacher will demo how to paint background around leaf. Students will paint
background.
4. If time allows, teacher will demo how to paint leaves. Students will paint their leaves.
D. Reflection
As students finish they will have a reflection worksheet to reflect on their painting.

Name: _____________________
1. What do you see when you look at your painting?

2. Does the leaf appear to be life size or a bugs view?

3. Use your imagination. What kind of bug would live on your

leaf? Why would he live their?

UNIT TEACHER REFLECTION:

Created by Sarah Widenhofer

Does the unit address enduring ideas about the human experience?
Does the unit address enduring ideas about art?
Does the unit address key concepts and essential questions?
Does the learning plan align with unit objectives and assessment tasks?
Does the unit address the knowledge and skills in a logical sequence to achieve unit objectives?
Do the enduring ideas, key concepts and essential questions provide focus and cohesiveness
throughout unit?
Are students aware of assessment expectations?
Are enduring ideas, concepts and important skills assessed?
Are the key unit and lesson components included and clearly presented?
Are students given opportunities to provide evidence of learning?
DIFFERENTIATION STRATEGIES
Flexible grouping
Open-ended activities
Exploration by interests
Negotiated criteria
Anchoring/Extension activities
Independent
Tiered activities/products
Journal prompts
Multiple levels of questions
Scaffolding
Choice: Learner profile, Readiness, Interest
21st CENTURY SKILLS
Critical thinking
Creative/Innovative thinking
Problem solving
Information literacy
Listening
Collaboration
Communication
Social responsibility
Sustainability
Interdependence
Health literacy