3 sessions; 40 minutes per session

1. SWBAT recognize and use symmetry to create a butterfly.

2. SWBAT to utilize art materials, tools, techniques and processes in a safe and responsible manner.

1. 12x18 white paper
2. Black Oil Pastels
3. Popsicle Sticks (magic wands)
4. Tempera Cakes (bright colors)
5. Water
6. Paintbrushes
7. Pencils and erasers

Need these materials? Visit Blick!

1. We will read a book about Butterflies ("Waiting for Wings" by Lois Ehlert is a great one) and discuss how their wings are symmetrical. What does that mean? We will discuss the size and shape of their wings.

2. For reference, black and white line drawings of butterflies will be hung on the board.

3. It will be explained that it is very hard to draw something that is symmetrical but there is a special trick to help them draw symmetrical. I will demonstrate folding the paper in half and how to draw ONLY half of a butterfly. Students will be shown how small and long the body is and how the bottom wing starts from the upper wing and not from the body. Students will draw first with pencil. They will go back to their seats after this step, complete it and them come back for the next set of directions.

4. We will talk about the details that can be on the wings, remembering all of the different lines and shapes they know how to draw. I will demonstrate adding lots of detail to the wings, telling the students that they will be painting it in so the details shouldn’t be too close together. Students shouldn't draw pictures, just lines and shapes. This part will also be drawn in pencil.

5. Once everything is drawn in pencil, students will slowly trace over their lines with black oil pastel.

6. This is the part where I show the students that we will use "magic wands" to help with our symmetry. Students will fold their paper like a book so the black oil pastel part is on the inside.

7. Students will use their "Magic Wands" and rub all over the paper to transfer their lines to the other side. Students will open up their paper to see how the lines transferred. If the lines are too light they can continue rubbing and/or trace over their lines with the oil pastel.

8. Students will then paint in their butterfly using symmetry. I will demonstrate that if they paint in one area one color they must also paint he same spot in on the other side so it matches.

9. Once the whole butterfly is painted they may paint the background how ever they want.

Can the student understand and recognize symmetry?

Was the student able to apply symmetry when drawing and painting their butterflies?

"Waiting for Wings" by Lois Ehlert
www.butterflyschool.org/species/flight.html
www.defenders.org/butterflies/basic-facts
www.teachkidsart.net/tips-for-working-with-oil-pastels/

This project is great to do after the students complete their Eric Carle Caterpillars. This project is also great to do in 2nd grade toward the end of the year, they are studying caterpillars and butterflies.

[K-4] Students use different media, techniques, and processes to communicate ideas, experiences, and stories

[K-4] Students use art materials and tools in a safe and responsible manner

[K-4] Students know the differences between materials, techniques, and processes

[K-4] Students use visual structures and functions of art to communicate ideas

[K-4] Students describe how different expressive features and organizational principles cause different responses

[K-4] Students select and use subject matter, symbols, and ideas to communicate meaning

[K-4] Students explore and understand prospective content for works of art

[K-4] Students understand there are various purposes for creating works of visual art

[K-4] Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines