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Elementary [1st-5th] Lesson Plan

Value Robots

Created on June 27, 2017 by rbteachart

Students will design and invent a robot by drawing geometric shapes by hand and with a ruler. They will use tempera paint to add high lights and darks to create a metallic look.

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4 sessions; 40 minutes per session

1. SWBAT create a robot form using geometric shapes by hand and with a ruler.
2. SWBAT recognize highlights and shadows and be able to apply them to their robot.
3. SWBAT utilize art materials, tools, techniques and processes in a safe and responsible manner.

1. Bright Green 12x18 construction paper.
2. Tempera Paint and paint brushes
3. Black Sharpies
4. Pencils
5. Rulers
6. Construction Paper Crayons (optional)

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1. We will read a book about Robots. A great one is Robot Zot by, Jon Scieszka. We will talk about all of the different shapes and details that make up a robot. We will discuss and list what makes robots different than people, such as screws, antennae, lines, dials, knobs, etc. Students will be told that they will be desiging their own robot and should think about what it can do to help people and what it's catch phrase will be.

2. Students will have the option of sketching out ideas for their robot on small white paper. Once they are ready they will draw their robot on the green paper with pencil. They need to draw big to fill up the paper. When they draw the should put all of the basic body shapes but do not need to add all of the details just yet. When they draw they should be mindful of how legs and arms attach to the body and not to draw it too stiff (like a gingerbread man).

3. After the drawing is complete they will paint their ENTIRE robot grey.

4. Once the entire robot is painted grey and has dried. Students will use a medium sharpie to add all of the details. The more details the better! Add switched, buttons, lights, wires, screws etc. They should reference their original sketch.

5. Students will be taught how light hits objects and we will pretend that the light is coming from the left side of the paper. The left side of the robot will get white high lights painted on it. The right side will have dark grey shadows painted on it. Small touches of lights and darks.

6. Students will use construction paper crayons or colored tempera paint to add small areas of color on their robot.

7. Students will fill out a Robot info sheet.

Were the students able to design and invent a robot with lots of details using geometric shapes?

Did the student apply the highlights and darks in the correct place?

Robot Zot by Jon Scieszka

Various printouts of robot line drawings for reference.

I have done this lesson for 3rd grade. It has always been a success!


Visual Arts Standard 1:
Understanding and applying media, techniques, and processes

[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

Visual Arts Standard 2:
Using knowledge of structures and functions

[K-4] Students use visual structures and functions of art to communicate ideas
[K-4] Students know the differences among visual characteristics and purposes of art in order to convey ideas
[K-4] Students describe how different expressive features and organizational principles cause different responses

Visual Arts Standard 3:
Choosing and evaluating a range of subject matter, symbols, and ideas

[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

Visual Arts Standard 5:
Reflecting upon and assessing the characteristics and merits of their work and the work of others

[K-4] Students describe how people's experiences influence the development of specific artworks

Visual Arts Standard 6:
Making connections between visual arts and other disciplines

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

Balance, Form, Shape

Drawing, Tempera