FOUR SEASONS AT MY HOUSE – Texture, Form, Space

Over 4 – 40 minute sessions students construct a model that includes a house in a setting that changes from one season to another to demonstrate their understanding of the 4 seasons experienced in Canada.

Required Time

160 Minutes

Grade Level

Grade 1 to Grade 3

Subject

Language Arts
Mathematics
Science
Visual Arts

Vocabulary

fall form season space texture

Materials

Crayola Washable School Glue Crayola Washable Paint Crayola Paint Brushes Crayola Modeling Clay Crayola Scissors Crayola Acrylic Paint - white Crayola Glue Sticks Crayola Markers Cardstock Paper - 5 cm x 8 cm (1.75" x 3") - 4 - 6 pieces per student Small Branches Corrugated Box Cardboard - 30.5 cm x 30.5 cm (12" x 12") - 1 piece per student 2L Milk Carton - 1 per student Rulers

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Steps

FOUR SEASONS AT MY HOUSE – Texture, Form, Space - Step One

Step One

  1. Clean the inside of the milk carton to remove any milk.
  2. Completely cover the carton with white acrylic paint.
  3. Set it aside to dry.
  4. Once it is dry paint it to make your house.
  5. You may want to use small pieces of sponge to create texture.
FOUR SEASONS AT MY HOUSE – Texture, Form, Space - Step Two

Step Two

  1. Use a 30.5 cm x 30.5 cm piece of corrugated box cardboard to make the base.
  2. Draw a diagonal line from one corner to the other to make an 'X' on the cardboard.
  3. Paint each section to match a season.
  4. Make sure the seasons rotate counter clockwise from summer, to fall, to winter to spring.
  5. IMPORTANT: Paint the back of the cardboard with one solid colour to prevent the cardboard from warping.
  6. Set the cardboard aside to dry.
FOUR SEASONS AT MY HOUSE – Texture, Form, Space - Step Three

Step Three

  1. Use 5 cm x 8 cm pieces of cardstock paper to draw pictures of people dressed for the season they will be placed in - one for each season. 
  2. Colour the drawings with marker.
  3. Glue small tabs on the bottom of each figure.
  4. Add trees to the setting using small branches pushed into modeling clay.
FOUR SEASONS AT MY HOUSE – Texture, Form, Space - Step Four

Step Four

  1. Glue the small drawings into their spaces.
  2. Push small branches into modeling clay to make trees.
  3. Make sure the modeling clay is smoothed onto the cardboard so it sticks firmly.
  4. Press small pieces of modeling clay onto the branches to make leaves.

Learning Goals

Students will be able to:

  • identify characteristics of the four seasons;
  • use a variety of materials to create a model showing a house in 4 seasons;
  • include people dressed appropriately for each season;
  • explain how the different seasons affect them; 
  • demonstrate technical accomplishment and creativity; 
  • support their ideas with evidence found in the artworks.

Extensions

Have students:

  • create an accordion book about playing in the four seasons using the Book In A Box lesson plan available on this website;
  • share their books in small groups;
  • create a display of their books in a central location so students in other classes can view and respond to them.

Prepare

  1. Prior to this lesson teach or review the 4 seasons.
  2. Gather and make available books about the seasons, for example, the series by Heidi Pross Gray, Autumn is Here!Spring is Here!Winter is Here!, and Summer is Here!; Tree: Seasons Come, Seasons Go, by Patricia Hegarty; Seasons, by Angel Murphy; If You Hold a Seed, by Elly MacKay; Seasons: From the View of Someone Small, by Amy Bouchard, and Yijing Yang; All Around Bustletown: Summer, by Rotraut Susanne Berner; All Around Bustletown: Winter, by Rotraut Susanne Berner; and All Around Bustletown: Spring, by Rotraut Susanne Berner.
  3. Download and display the Texture, Form and Space posters available on this website.
  4. Gather enough empty 2 litre milk cartons for each student to have one.
  5. You may want to paint the milk cartons with white acrylic paint ahead of time rather than have students do it.
  6. Gather corrugated cardboard boxes and cut them to size 30.5 cm x 30.5 cm - 1 piece per student.
  7. Gather small branches to be used as trees in the models.

Introduction

  1. Conduct a read-aloud with a book such as Seasons: From the View of Someone Small, by Amy Bouchard, and Yijing Yang.
    - focus on the details of each season found in the illustrations
  2. Introduce the challenge.

Activities

The Challenge

  1. Identify characteristics of the four seasons.
  2. Use a variety of materials to create a model showing a house in 4 different seasons.
  3. Include people dressed for each season.
  4. Explain how the different seasons affect you. 
  5. Demonstrate technical accomplishment and creativity.
  6. Support your ideas with evidence found in the artworks.

The Process

  1. Make sure everyone understands the challenge.
  2. Establish success criteria with your students, for example,
    I know I am successful when I have:
    - created a mixed media model of a house in 4 different seasons
    - accurately shown the differences in the 4 seasons
    - included people dressed appropriately for each season
    - created texture
    - carefully constructed the parts of my model
    - used my own ideas for the details in my model
    - kept my model in good condition
    - explained how the 4 seasons affect me
    - shared my ideas with others
    - supported my ideas with things I saw in the models
  3. Guide students through the steps outlined in this lesson plan.
  4. Observe students as they work. 
  5. Provide individual assistance and encouragement.

Sharing

  1. Place students into small groups.
  2. Ask them to: 
    - point out the things they like about the models and why;
    - tell how they decided what details to add in each section of their model;
    - explain how the season affects what the people in their models are wearing;
    - share how they felt about making their models.
  3. Share ideas with the whole class. 

Assessment

  1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
  2. Observe students as they discuss their models – speaks with a clear voice, looks at audience while speaking, points to areas in the model, provides accurate information, answers questions from the audience effectively.
  3. Observe students as they listen – looks at presenter, asks effective questions, supports ideas with evidence found in the model.
  4. Use a checklist to track progress. (Download - Seasons_tracking.pdf)
  5. Have students use the self-assessment form to evaluate their work. (Downloads - Seasons_self-assessment.pdf)