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Would you like to visit your local site?


Would you like to visit your local site?


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View the landscape from a new perspective, using your imagination to creatively paint objects as they would appear from a distance.

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

    1. Organize students into small groups and take them outside to observe how telephone poles or trees recede into the distance. Discuss the visual effects of distance on objects. If possible, ask students to lie on the ground and look up. Climb to the top of a playground slide and look down. How does one's perspective change?
    2. Ask students to imagine themselves as ants. What would the world look like to you? Imagine yourself next as a bird. Would houses and trees seem large or small to you from the sky?
    3. Return to the classroom and provide students with paper and pencil. Invite students to draw a picture of a landscape seen as either a bird or an ant. Remind students that objects closest to you look larger than objects that are far away.
    4. Have students cover work areas with recycled newspaper. Use Crayola® Washable Kid's Paint and Paint Brushes to paint imagined landscape. Dry flat.
    5. Add outlines and details with Crayola Washable Markers.
    6. Provide an opportunity for students to share their artwork with classmates, discussing the concept of perspective in their presentations.
  • Standards

    LA: Read with sufficient accuracy and fluency to support comprehension.

    LA: Read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grade level text complexity band independently and proficiently.

    LA: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade level topic or subject area.

    LA: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

    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.

    MATH: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

    SCI: Obtain information that animals have structures that allow them to respond to stimuli through instinct or memory.

    SCI: Investigate and explain that for an object to be seen, light must be reflected off the object and enter the eye.

    VA: Describe how different materials, techniques, and processes cause different responses.

    VA: Describe how different expressive features and organizational principles cause different responses.

  • Adaptations

    Organize a school yard field trip where students will be charged with locating and drawing two different views of some aspect of nature located in the school yard. Encourage students to keep the same perspective, as if using a panoramic camera. Students should be prepared to discuss the variations in their sketches from an artist's point of view..

    Using a scene already created, students will sketch the scene on construction paper using Crayola Colored Pencils. On a separate piece of construction paper, students sketch the scene from the opposite point of view. In small groups, students discuss the variations in their artwork. Now consider sketching the same scene from an airplane window, from underground, or from the moon. What would you see? How would you create this artwork?

    Students research vision of birds, ants, cows, etc. Create a diagram of the parts of the eye for each organism. Identify and label each of the major parts of the eye, including a brief explanation of the function of each part. Compare and contrast how each organism senses light and color. Create an electronic presentation for sharing research with classmates.


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