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Would you like to visit your local site?


Would you like to visit your local site?


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Port Portrait

Plan an imaginary cruise, using maps, studying other languages, and drawing scenes from your trip.

  • Grade 2
    Grade 3
    Grade 4
  • 30 to 60 minutes
  • Directions

    1. Organize students in a central area of the classroom such as the reading rug. Ask students to share exciting places their families have visited or might visit on a boat or ship. Use Crayola Dry-Erase Markers to document student contributions to the discussion on a class white board.
    2. Once the discussion has closed, organize students into small groups. Each group will plan an imaginary cruise. Students plot the course of the trip on a map. Record the imaginary itinerary on a chart or calendar. Ask groups to consider: Why did you select this destination? What do you anticipate seeing when there? How long will you stay? Where will you stay? Who will take care of your home and pets while you are away? Etc.
    3. Each group will make a portrait of the group waiting to leave one port on the cruise, using Crayola® Oil Pastels on construction paper. Depict the foreground and background scenery realistically, and show clothing appropriate for the climate. Blend layers of color in the background with a small piece of paper towel.
    4. Describe the port scene and the feelings of each group member. Use vocabulary words that capture people's excitement and curiosity.
    5. Groups create a daily journal of their cruise and destination.
    6. Post student artwork, accompanied by daily journals in an area of the school hallway for peers to view and read about the destinations.
  • Standards

    LA: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade level topics and texts, building on others’ ideas and expressing their own clearly.

    LA: Participate in shared research and writing projects.

    LA: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

    SS: Use appropriate resources, data sources, and geographic tools to generate, manipulate, and interpret information.

    SS: Estimate distance and calculate scale.

    SS: Locate and distinguish among varying landforms and geographic features, such as mountains, plateaus, islands, and oceans.

    VA: Use different media, techniques, and processes to communicate ideas, experiences, and stories.

    VA: Use visual structures of art to communicate ideas.

  • Adaptations

    Students collaborate to design a travel experience designed within a mileage cap (such as traveling no more than 1,000 miles). Students may also work within parameters of seeing a number of landforms in the trip and a named number of days for traveling. Students organize their trip in an electronic format and present to classmates.

    Students write about an imaginary family voyage. In preparation for their writing, students refer to maps, web sites, textbooks, and/or travel brochures. Students sketch a scene of their families on the voyage to accompany their writing.

    Design a set of post cards for classmates to "send" when on an imaginary trip. When preparing to "send" the post cards, students write about landforms they see on the trip, famous buildings and people, etc.


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  • Creativity.
  • Capacity.
  • Collaboration.
  • Change.
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