Paoli-Uzcatequi Keli Unit of Study Photo-Montage Digital Image Essay Found Object Collagraph Printing Sculpting Animal Masks and Watercolor Painting - Spring 2017

Keli Paoli-Uzcatequi
Environmental Ethics and Human Impact on Environment

http://unitlessonplanenviroethics.weebly.com/
Unit of Study (Collage, digital image essay, found object collagraph printing, sculpting animal
masks, and watercolor painting)
Grade: 9th
Unit Rationale:
The continual concern of environmental ethics in society today and the affects humans
have on the environment is an important enduring idea to teach students because they will learn
what affects the students, themselves, their peers, and humanity have on the environment in their
community, country, and around the world. The ability to identify, articulate, and demonstrate
the impact that humans have on nature, will empower students to make informed ethical choices
on how the students, themselves, will affect the environment. Thereby, instilling the knowledge
of what they can do to create a better environment for themselves, the world, and animals.
This enduring idea will be represented by the students in visual arts via collage,
printmaking, sculpture, and paintings. The concept, environmental ethics and the impact humans
have on the environment, is related to the emphasis of contemporary cultural ideas of going
green. Some of those ideas would be promoting recycling, preserving natural resources, and
supporting conservation of natural habitats for animals. Learning those ideas benefit the student
in comprehending contemporary culture and connecting environmental ethics and the impact
humans have on the environment, to the world around them. Through the art making processes
of paper collage, digital image essay, found object collagraph printing, sculpting animal masks,
and watercolor painting, students will use principles and elements of design such as color, value,
texture, perspective, and line with the assorted medium. The Unit will result in four final art
pieces, (collage, print, sculpture, and watercolor landscape), as well as, a digital image essay,
journal entries, verbal discussions, and written summaries. These results will demonstrate what
abilities the students have, to support, to analyze, and to construct hypothesis regarding
environmental ethics and their personal impact on the environment. Awareness of
environmental ethics and human impact on the environment, will prepare students to become
constructive contributors to the preservation of their communities, natural resources, endangered
species, and the worlds environment.
Key Concepts about Enduring Idea:
Environmental ethics is vital to the sustainability of humanity and the Earth
Excessive waste negatively impacts the environment
Ethical conservation by humans can help the environment and endangered species
Humans can impact their community by improving the environment
Key Concepts about Art/Visual Culture:
Environment collage and digital image essay
Found objects collagraph print
Endangered species animal masks
Watercolor landscape
Essential Questions about Enduring Idea:
1) What is environmental ethics and why does it matter?
2) How do humans negatively impact the environment?
3) What can we, as individuals, ethically do to improve environment for endangered animals?
4) What is the impact on the environment when humans conserve or squander natural resources?
Unit Objectives: After the unit
The student will be able to demonstrate what environmental ethics means by

brainstorming, summarizing, and depicting an ideal environment using paper collage
and a digital image essay. The paper collage and a digital image essay will be
assessed by using the grading rubric, (included in Lesson Plan One Summative
Assessment, see page 21).
The student will be able to articulate verbally the negative impact humans have on
the environment by comparing and contrasting wastefulness and recycling;
culminating in the construction of a found objects collagraph print. This objective
will be assessed through participation in discussion, a comparative list in student's
journal, and creativity with composition of the collagraph print.
The student will be able to identify and describe endangered species and the
importance of their natural environment by creating representational sculpture using
plaster tape, gesso, and acrylic paint. This activity will be assessed by class
discussion of verbal descriptions, written research in their journals, and representation
of an endangered species in mask making assignment.
The successful student will practice technical skills needed in watercolor painting
by creating a watercolor landscape. This painting will be assessed by composition,
creativity, and craftsmanship.
I. Lesson One, Grade 9, Investigating Environmental Ethics, 90 Minutes, 10 Days
II. Lesson Rationale: The students will work together to investigate the concept of
environmental ethics. Through research, brainstorming, individual digital image essays, and a
final environmental landscape collage, students will demonstrate what environmental ethics are
and why it is significant to the student.
III. Key Concepts:

Environmental ethics is vital to the sustainability of humanity and the Earth
IV. Essential Question:

What is environmental ethics and why does it matter?
V. Lesson Objectives:
The student will be able to demonstrate what environmental ethics means by brainstorming,
summarizing, and depicting an ideal environment using paper collage and a digital image essay.
The paper collage and a digital image essay will be assessed by using the grading rubric,
(included in Lesson Plan One Summative Assessment, see page 21).
VI. Specific Art Content:

The specific art content to be taught will be collage and digital image essays. The students will
apply the skills of investigating, analyzing, evaluating, demonstrating, summarizing, and
constructing, what they have learned about environmental ethics to create a collage. The
elements and principles of organic form, symbolic color, texture, line, and perspective will be
utilized. The processes and techniques used to communicate the essential question will be digital
image essay of the different environmental landscapes around the student as well as, a collage to
represent an ideal environment maintained through ethics of humanity.
VII. Resources & Materials for Teacher:

Materials
Journal Topic (Quote or question of the day to ponder)
Computer
Overhead projector (or Smartboard)
Whiteboard
Dry erase markers/Eraser
Large Charting Paper
Internet connection
PowerPoint
Rubric
Resources
Collage PowerPoint presentation:

http://unitlessonplanenviroethics.weebly.com/uploads/9/5/1/2/95124782/what_is_collage_3.pptx
YouTube video opener: Nature is Speaking, https://youtu.be/WmVLcj-XKnM
Example PowerPoint for digital image essay:
http://unitlessonplanenviroethics.weebly.com/uploads/9/5/1/2/95124782/paoli_keli_my_environ
mental_landscape_digital_image_essay_5.pptx
Image examples: Eileen Downes, Sunset at Kimo's, (2017).

http://www.eileendownes.com/artwork/landscapes.html
VIII. Resources & Materials for Students:
Computer lab (Computers, tablets, or smartphones)
Requisitioned computers for whole class use on lab day
Library
Magazines (edited for inappropriate images such as undergarment advertisements)
Sketchbook/journals
Pencils
Paper for brainstorming
Markers/Sharpies
Scissors (Exacto knives if desired)
Cutting mat (could substitute old magazines if mats are unavailable)
Cereal boxes
Glue
Gallon sized baggies
Painters mats, (heavy scrap paper or shopping bag, larger than the 9 X 12 cardboard, to avoid
glue on the tables)
Premixed water and glue in airtight containers
16 X 22 Black matte board
IX. Instruction and Its Sequencing:
Day One, Lesson One

Lesson Overview:
o The Teacher will start the lesson by having students get their sketchbook/journals out and
silently responding to the lesson questions that will be written on the board. What is
environmental ethics and why does it matter?
o The Teacher will then conduct a whole class brainstorming session using some guiding
questions to keep the discussion going and on topic. (See guided practice below.)
o The Teacher will show a video.
o The students will break into small groups to make charts.
o The students share charts with whole class as groups.
o The students will conduct research.
o The students will write a small paragraph in sketchbook/journals regarding research and
class discussion findings.
o The Teacher will recap what was learned.
o The Teacher will assign homework.
o The Teacher will introduce next lesson.
o The Teacher will dismiss students.
o The Teacher will conduct formative assessments from sketchbook/journal entries.
1. Introduction/Motivation:
My goal is to present information about the lesson in a fun and exciting way that facilitates
learning among students by conducting time for individual thought, whole group and small group
discussions, viewing an informational video, and promoting evaluation and hypothesis. This
lesson will explore the questions; What is environmental ethics and why does it matter?
2. Guided Practice
The Teacher will then conduct a whole class brainstorming session. Some guiding
questions to get the discussion moving could be:
What is environmental ethics? What is environment? What is ethics?
Why do you think environmental ethics could be important? How does human activity
impact environment?
The Teacher will help students practice the new knowledge to make it their own by assisting in
the group discussion.
The Teacher will then show the YouTube video Nature Is Speaking Julia Roberts is Mother
Nature.
Students will then break into small groups of 4 or less students, to discuss the video as it pertains
to environmental ethics. Each group will get a large chart paper. It will be halved with a line
down the middle. On one side the students will make a list of What environment consists
of, the other side the students will make a list of How humans impact the environment
Students will then post their charts up in the front of the class and share their ideas with the
whole class group by group.
3. Independent Practice
Students will then write in their journal, their own lists of what the group decides are the
most important discovery words from group discussion and brainstorming. They will then be
directed to use that list to research environment and ethics. Once they have researched, they will
write a short paragraph on what they think environmental ethics is and why it matters to them.
4. Closure
The Teacher will conclude the class by briefly reviewing the topic discussed in this
lesson today; touching base on some key points that the students made and the definitions they
came up with.
The Teacher will then assign Homework of 5 digital images of the environmental
landscape around them to bring with them to class next class period. (For those students whom
do not have digital image capabilities, they can acquire 5 images that represent their environment
from the Internet.)
The Teacher will then introduce the next days lesson to hook curiosity for the next
class.
The Teacher might say, I cannot wait for next class time when we all start
creating our digital image journals.
Class will be dismissed by having students put their journals back where they belong.
5. Formative Evaluation
Students will write in their journal at the beginning of class about the essential question.
The Teacher will guide and correct the discussion to help students stay on task and acquire the
correct information needed to move on to the next lesson.
The Teacher will review the journals for prior knowledge and what was different that they
learned that day for formative evaluation to determine if the student is able to demonstrate what
environmental ethics is from group discussion and independent research.
6. Classroom Management Procedures

The Teacher will walk around the classroom to redirect discussions and answer questions
to help the students stay on task and maintain an equitable atmosphere in the classroom.
Day Two, Lesson One
Teacher: I am so excited! Today we get to work with technology and create our digital
image journals using PowerPoint. Now tell me by a raise of hands, who here has made a
PowerPoint presentation before?
2. Guided Practice
The Teacher will show an example PowerPoint digital image essay presentation (in
resources), to show the students what is expected from them in their digital image essay. The
Teacher will hand out a rubric for the students to understand what is required for the assignment
(in resources).
Teacher: Does anyone have any questions? I am expecting everyone to show respect
and represent good behavior while we are in another classroom. Everyone please line up quietly
and we will go to the computer lab. Okay now everyone should be prepared to upload their
photos that you emailed to me before class. I will meet with everyone individually once we are
in the lab to go over their images.
The Teacher will coordinate, several weeks in advance, with the teacher in the computer lab to
bring the students in to create their digital image essays. The computer lab teacher will present
how to: make a PowerPoint, create a theme, upload digital images, and insert text.
The rest of lab time students will work their digital image essays.
4. Closure
The Teacher will announce that the students will have lab time next class period to
complete and submit PowerPoint to the teacher via email.
The student will save their PowerPoint with the title: Last Name, First Name, My
Environmental Landscape. They will then send the work in progress to themselves via email.
The Teacher will visit with each student and view their digital images for interpretation
of environmental landscape.
The Teacher will walk around the room to keep students on task and help with any
questions or confusion with creating the PowerPoint.

The Teacher will remind the students of expectations and etiquette in the computer lab.
Day Three, Lesson One
~Lab Day~ (written on the board)
Teacher: Last class period we worked on our digital image essay. Today we will
continue to work on these PowerPoints individually. Please find yourself a computer at the front
of the room, retrieve your PowerPoint from your email and continue working on them. If you
have questions or need assistance please raise your hand and I will come to you. As I said last
class, this assignment should be completed and turned in to me via email at the end of this class.
2. Guided Practice
The Teacher will assist as needed.
Students will work independently on their PowerPoints.
4. Closure
Teacher: You all should have completed and turned your digital image essays in to me.
If not, do so now. We will be incorporating what you have learned about environmental
landscape next class with a new technique called collage. I cannot wait to rip it up with you next
class!
questions or confusion with creating the PowerPoint.

Play soft environmental music picked from playlist in resources
(https://enviroethics.org/song-music/). Walk around the room to monitor that computers are only
being used for the assignment.
Day Four, Lesson One
Lesson Overview:
o The Teacher will start the lesson with a discussion review of Day One. What is
o The Teacher will introduce the lesson.
o The Teacher will explain what collage is and how it is made using Collage PowerPoint
presentation in resources.
o The Teacher will show artist examples.
o The Teacher will inform the students of needed supplies and step-by-step instructions.
o The Teacher will ask questions to verify clear instructions were understood.
o The Teacher will have the students get out their sketchbook/journals to begin sketching
their ideas.
o The students then sketch out a plan for their landscape.
o The Teacher walks the room to be available for questions and keep students on task.
o The students bring final sketch to the teacher.
o The Teacher will conduct formative assessments by approving sketches for daily grade.
o The Teacher will introduce the plan for next class meeting.
o The Teacher will dismiss students.
The Teacher will start the lesson with a review of Day One; reminding students of the
essential questions: What is environmental ethics and why does it matter? for example the
Teacher might say: Okay class, who can remind me what environmental ethics means? or
Who wants to share what environmental ethics means and why it is important?
2. Guided Practice
The Teacher, (satisfied that everyone recalls the previous lesson and clarifications have
been made) will introduce the project for environmental landscape using collage and have
students sketch their ideas.
Teacher: Today we will incorporate the idea of environmental ethics into an artwork
called collage. Has anyone ever made a collage before?
The Teacher will explain what collage is and how it is made using Collage PowerPoint
presentation in resources
(http://unitlessonplanenviroethics.weebly.com/uploads/9/5/1/2/95124782/what_is_collage_1.ppt
x).
The Teacher will show examples of collage from artist websites.
The Teacher will show examples of foreground, middle ground, and background from
assorted artists of choice.
Teacher: Does anyone have any questions before we move on?
The Teacher will instruct the students on how they will be making an environmental
landscape collage.
The student will use a 9 X 12 piece of cardboard, (cereal boxes work very well),
to glue the cut out magazine pieces to. The student is required to recreate an
environmental landscape (cityscape, landscape, seascape, etc), that will incorporate a
foreground, middle ground, and a background. The student will use a combination of
ripped and cut (with scissors) paper from magazines glued together to create contrasting
shapes, value, and a variety of implied textures. Finally, there should be no cardboard
showing when the piece is finished and it should be complete with a black matte board
frame.
Teacher: Any questions or concerns? Now, First things first, start by sketching out
your ideas in you sketchbook/journals. I am available if you are stuck and need further
direction.
The Teacher will have the students get out their sketchbook/journals to begin sketching
their ideas.
The students then sketch out a plan for their landscape keeping in mind structure of
concept including foreground, middle ground, and background.
4. Closure
Teacher: You all should have completed and turned your preliminary sketches in to me.
If not, do so now, or I cannot record your participation grade for today.
The Teacher informs the students that the next class will be devoted to ripping and
cutting colors and textures out of magazines for their final collage piece.
The Teacher reminds the students that this is just a simple drawing using pencil and make
sure to label what colors will go where.
Teacher: Upon completion of your sketch, bring it to me for daily participation grade
and final project approval.

The Teacher walks the room to be available for questions and keep students on task.
Day Five, Lesson One
Teacher: Everyone pull out your sketchbook images we worked on last class. Today
we will work on cutting and tearing texture, color, and images from magazines. Please share the
magazines; there are plenty to go around for everyone. Remember to think of composition as
you choose your paper scraps. If you have questions or need assistance please raise your hand
and I will come to you.
2. Guided Practice
Teacher: Keep in mind what you have learned about the concept of environmental
ethics as you rip it up!
The students will look through the magazines and rip, tear, cut, and collect the needed
colors, textures, and images.
4. Closure
Teacher: Make sure to write your name in sharpie on the baggie I have provided you
and place all the scraps you are going to keep in the baggie. Place the baggie in your sketchbook
until next class. You are required to bring an empty cereal box or 9 X 12 piece of cardboard to
class the next time we meet. If you do not bring it, you will not be able to start the gluing
process. Please see me after class if this might be an issue for you.
questions or confusion with acquiring scraps.

(https://enviroethics.org/song-music/). Walk around the room to monitor that scissors/Exacto
knives are being used correctly, safely, and only on magazines using a cutting mat.
Day Six, Lesson One
The Teacher will demonstrate the gluing process:
The student will use a ruler and scissors to carefully cut the cereal box or
cardboard to 9 X 12 dimension.
The student will use a Sharpie to write their name on the back of their cereal box
or cardboard.
The student will use a pencil to sketch out their concept from their sketchbook
onto the cereal box or cardboard.
The student is required to use a painters mat (heavy scrap paper or shopping bag
larger than the 9 X 12 cardboard), to avoid glue on the tables.
The student will use a premade mixture of glue and water that will be available in
airtight containers on the counter.
The student will use their finger to spread the glue on each scrap as they are
placed on the cardboard.
The student will completely and thoughtfully cover the cardboard with scraps.
Teacher: If you feel you are ready to start gluing you may get a painters mat to protect
your table and a water/glue mixture from the counter.
Teacher: Everyone should have their sketchbook images out to follow their concept.
You will continue to work on cutting and tearing texture, color, and images from
magazines. Again, please share the magazines; there are plenty to go around for
everyone. Remember to think of composition as you choose your paper scraps. If
you have questions or need assistance please raise your hand and I will come to
you.
2. Guided Practice
The Teacher will demonstrate how to start the gluing process above.
The students will continue to look through the magazines and rip, tear, cut, and collect
the needed colors, textures, and images.
The students will measure and cut the cereal box or cardboard to 9 X 12 size.
The students will begin gluing magazine scraps to the cereal box or cardboard they
brought from home.
4. Closure
Teacher: Make sure to write your name in sharpie on the back of your cardboard and
place it on the drying rack. Place all the scraps you are going to keep in your baggie and place
the baggie in your sketchbook until next class. If you forgot your empty cereal box or 9 X 12
piece of cardboard, make certain you bring it to class the next time we meet. If you do not bring
it, you will not be able to start gluing. Please see me after class if this might be an issue for
you.
Teacher: You all should be about finished with collecting your paper scraps for your
environmental landscape collage. Next class meeting you should all be working on the gluing
process. Lets stick to it!
questions or confusion with acquiring scraps or gluing process.
The Teacher will re-teach processes as needed.

(https://enviroethics.org/song-music/).
The Teacher will walk around the room to monitor that scissors/Exacto knives are being
used correctly, safely, and only on magazines using a cutting mat.
The Teacher will monitor use of sharp tools, cutting cardboard, and glue.
The Teacher will make more time for cleanup, due to discarded waste scraps and glue
cleanup.
Day Seven, Lesson One
Teacher: You should be ready to start gluing. Make sure to get a painters mat to protect
2. Guided Practice
The Teacher will demonstrate individually or to the whole class again as needed, on how
to start the gluing process above.
You will be gluing your scraps today. Remember to think of composition as you establish where
to glue your paper scraps. If you have questions or need assistance please raise your hand and I
will come to you.
The student will use a ruler and scissors to carefully cut the cereal box or cardboard to 9
X 12 dimension.
The student will use a Sharpie to write their name on the back of their cereal box or
cardboard.
The student will use a pencil to sketch out their concept from their sketchbook onto the
cereal box or cardboard.
The student is required to use a painters mat (heavy scrap paper or shopping bag larger
than the 9 X 12 cardboard), to avoid glue on the tables.
The student will use a premade mixture of glue and water that will be available in airtight
containers on the counter.
The student will use their finger to spread the glue on each scrap as they are placed on the
cardboard.
4. Closure
Teacher: Make sure to place your cardboard on the drying rack. Place all the scraps
you are going to keep in your baggie and place the baggie in your sketchbook until next class.
Please clean your stations for the next class coming in.
Teacher: You all should be gluing your paper scraps to your environmental landscape
collage. Next class meeting you will continue working on the gluing process. Lets get gluing!

The Teacher will make more time for cleanup, due to discarded waste scraps and cleanup
glue.
Day Eight, Lesson One
Teacher: You should all be gluing today. Make sure to get a painters mat to protect
2. Guided Practice
You will continue gluing your scraps today. Remember to think of composition as you establish
where to glue your paper scraps. If you have questions or need assistance please raise your hand
and I will come to you.
The student will use a premade mixture of glue and water that will be available in airtight
containers on the counter.
cardboard.
4. Closure
you are going to keep in your baggie and place the baggie in your sketchbook until next class.
Please clean your stations for the next class coming in.
Teacher: You all should be gluing your paper scraps to your environmental landscape
collage. Next class meeting you will glaze your project and cut your matte board to frame your
project for critique presentation!

The Teacher will walk around the room to monitor use of glue.
cleanup.
Day Nine, Lesson One
The Teacher will demonstrate how to measure and cut a matte board border.
Teacher: You should be finishing your collage today. You should not have any
cardboard showing. Make sure to get a painters mat to protect your table and a water/glue
mixture from the counter. You will use a paintbrush to put a final coating of glue wash over the
entire front of the project. While your artwork is drying you may cut your matte board.
2. Guided Practice
The Teacher will demonstrate to the whole class how to measure and cut a matte board
frame.
Teacher: You should be finished gluing your scraps today and coating your entire
collage. If you have questions or need assistance please raise your hand and I will come to you.
The students will use a paintbrush to put a final coating of glue wash (or modge podge),
over the entire front of the project.
The students will cut their matte board frames while collage is drying.
4. Closure
you did not use in your baggie and place the baggie in our scrap box. Please clean your stations
for the next class coming in.
Teacher: You all should be done with final gluing of your environmental landscape
collage. Next class meeting you will be completing matting and doing a whole class critique, so
do not forget to bring your positive artistic comments.
questions or confusion with the gluing process or cutting of the frames.

cleanup.
Day Ten, Lesson One
~Critique Day~ (written on the board)
The Teacher will demonstrate how to measure and cut a matte board border.
Teacher: You should be finishing with matting your collage today. Once everyone is
done we will display our collages around the room. We will then take ten minutes to silently
walk around the room and inspect everyones project before we begin the critique.
2. Guided Practice
Teacher: You should be finished matting your collage. If you have questions or need
assistance please raise your hand and I will come to you.
The Teacher will assist with collage display.
The Teacher will remind students of the rules that apply to positive critique. (This is your
discretion depending on room dynamic.)
The students will attach their matte board frames to their collage.
4. Closure
Teacher: You all should be very proud of what you have done with your environmental
landscape collage. I know it was a lot of work, but after hearing your positive artistic comments
and seeing the accomplishments you have made, it was a worth it!
The Teacher will introduce the new concept for Lesson Two: Human Impact on
Environment and collagraph printmaking.
The Teacher will ask students to bring clean, non-perishable trash to class from home.
The Teacher will end the class by showing the trailer for Disneys movie, Wall-e.
questions or confusion.
The Teacher will remind students of critique etiquette as needed.
The Teacher will guide and correct the critique discussion to help students stay on task
and acquire positive and correct information needed to move on to the next lesson.

The Teacher will maintain a community atmosphere and safe place, positive structure
during the critiques.
X. Summative Assessment and Evaluation:
Summative assessment and evaluation will be based on if the student is be able to demonstrate
what environmental ethics are by brainstorming, summarizing, and depicting upon final
presentation of individual artwork of collage and a digital image essay, reflecting an ideal
environment using assessment rubrics.
Final Rubrics at the end of the lesson for artwork:
Assessment Rubric: My Environment Collage Name:
Description: Points Points Comments:

Possible: Earned:
Followed directions: 10
Effort/time on task: 20
Craftsmanship: 20
Composition/Design: 25
Participation in
discussions:
25
Assessment Rubric: Digital Image Essay in PowerPoint Name:
Evidence: Ability to construct an inventive PowerPoint Final Result:

presentation that represents environmental
landscape around you. The images are to be
labeled with a title. The digital image essay
should end with a brief description
interpretation of the group of images and
select a question you had about the
environment after taking the images.
Levels Criteria of evidence Results:
Exemplary: PowerPoint digital image essay inventively

constructed that clearly represents /20 points
environmental landscape around you.
Includes at least 5 digital images with titles.
PowerPoint ends with a clear interpretation of
the group of images and formulates a question
to extrapolate the environment around you.
Getting it: PowerPoint does not clearly demonstrate

understanding of environmental landscape /15 points
around you. Includes 3-4 digital images or is
missing some titles. Interpretation of the
group of images or question is unclear.
Lets try this PowerPoint has minimal creative effort and

again: does not clearly demonstrate understanding of /5 points
environmental landscape around you.
Includes less than 3 digital images and is
missing titles. Interpretation of the group of
images or question is not included in
PowerPoint.
XI. Interdisciplinary Connections:
The Interdisciplinary connections to this lesson would be:
Language arts: Vocabulary, Analysis
110.31. English Language Arts and Reading, English I, (b), (1), (C, D, E)
Computer arts: PowerPoint and digital image essay
126.32. Fundamentals of Computer Science, (c), (1), (B, G)
126.32. Fundamentals of Computer Science, (c), (3), (A)
XII. References & Resources:

Collage. (n.d.). Retrieved from website, https://www.merriam-webster.com/dictionary/collage
E. Downes. (2017). Retrieved from website,
http://www.eileendownes.com/artwork/landscapes.html
International Society for Environmental Ethics. (2013). Retrieved from website,
https://enviroethics.org/song-music/
K. Paoli-Uzcatequi. (2017). Digital Image Essay. Retrieved from website,
http://unitlessonplanenviroethics.weebly.com/uploads/9/5/1/2/95124782/paoli_keli_my_environ
mental_landscape_digital_image_essay_5.pptx
K. Paoli-Uzcatequi. (2017). What is Collage? Retrieved from website,
http://unitlessonplanenviroethics.weebly.com/uploads/9/5/1/2/95124782/what_is_collage_1.pptx
Landscape Collage Tree. (n.d.). Retrieved from website, http://www.bluelavaart.com/landscape-
collage.html
Mountain Collage. (n.d.). Retrieved from website, http://3.bp.blogspot.com/-
4wFieQ39BiA/Td7yoK8li5I/AAAAAAAABcw/qR6e3RbHouA/s1600/DSC02075.JPG
Nature Is Speaking Julia Roberts is Mother Nature | Conservation International (CI), Published
on Oct 5, 2014. Retrieved from YouTube, https://youtu.be/WmVLcj-XKnM
J. Ovens. Coyote Image. (n.d.). Retrieved from Google images,
http://www.hww.ca/kaboom/images/Mammals/Coyote/Coyote-Jeanette-Ovens.jpg
J. Treece. (2017). Retrevied from Tumblr. http://collageartbyjesse.tumblr.com/
Wall-E. PixarMoviesOnDemand's channel, Published on Dec 9, 2011. Retrieved from YouTube,
https://youtu.be/vbLNOFbsRow
XIII. Art TEKS

117.302. Art, Level I, (b), (1), (2)
117.302. Art, Level I, (c), (1), (A), (B), (D)
117.302. Art, Level I, (c), (2), (A), (D), (E), (F)
XIV. National Art Standards

#s:
1, 2, 3, 4, 6, 7, 8, 10, 11
I. Lesson Two, Grade 9, Human Impact on Environment, 90 Minutes, 8 Days
II. Lesson Rationale: The planet Earth is our home. It is what gives us the food, water, oxygen,
and shelter we need to sustain us. This lesson is significant in helping students to analyze their
individual impact on the environment. Students will be exposed to the negative impacts that
humans have on the environment and the ways in which they can make a positive impact. The
lesson will address why reducing waste is ethically important for the environment. Students will
make found object collagraph prints to represent environment.
III. Key Concepts:

Excessive waste negatively impacts the environment

How do humans negatively impact the environment?
The student will be able to articulate verbally the negative impact humans have on the
environment by comparing and contrasting wastefulness and recycling; culminating in the
construction of a found objects collagraph print. This will be assessed through participation in
discussion, a comparative list in student's journal, and creativity with composition of the
collagraph print.

The student will be constructing found objects collagraph print using printmaking
techniques. Techniques are: embossing, low relief, applying pigment, wiping, a la poupee, hand
print with a baren, texture, form, and color.

Materials
Computer
Internet connection
Whiteboard
Gallon size Ziploc baggies
Sharpies
Rolling pins
Painters tape
Gloves
Smocks
Resources
Nature Is Speaking The Ocean, Conservation International (CI), Published on Oct 5, 2014.
Retrieved from YouTube. https://youtu.be/rM6txLtoaoc
Snake Artist, How to collagraph print. Published Aug 11, 2012. Retrieved from YouTube,
https://youtu.be/nHarynSo29k
YouTube video opener: The Video Project, Apr 8, 2011. Environmental Ethics, Retrieved from
YouTube, https://youtu.be/0T641C6qDSw
DVD: Wall-E by Disney/Pixar

Library
Journals
Pencils
Markers
9 X 12 Heavy cardboard or Matte board
Glue
Found objects (netting around fruit, fabric scraps, bubble wrap, corrugated cardboard, etc)
Foil
Acrylic paint
Paintbrushes
Paper towels
Butcher Paper (to protect tables from paint/glue)
15 X 18 Heavy stock white paper (rag paper works best)
Day One, Lesson Two
Lesson Overview:
o The Teacher will start the lesson with a discussion review of Day One. What is
o The Teacher will have students get their sketchbook/journals out to write on todays
topic: How do humans negatively impact the environment?
o The Teacher will show The Ocean video.
o The students will take notes in journals.
o The students share notes with whole class as a group.
o The students will highlight key points and phrases.
o The Teacher will show the Wall-E movie.
After a brief reintroduction of the topic, the Teacher will ask the students to take out their
journals. The Teacher will show The Ocean video. The students will be instructed to make a list
in their journal of any words or significant phrases that they hear as they watch The Ocean video
and the Wall-E movie by Disney. The movie will be followed by a group discussion.
.
2. Guided Practice
The Teacher will start the lesson with a discussion review of Day One. What is
The Teacher will have students get their sketchbook/journals out to write on todays
topic: How do humans negatively impact the environment?
The Teacher will show The Ocean video and Wall-E movie.
The students share notes with whole class as a group.
The students will take notes in journals.
The students will be asked to make a compare and contrast list on the impact of waste
verses recycling.
4. Closure
The students will be asked to bring found objects from home to create artwork.
Formative assessment will be done on the notes from the movie, the comprehensiveness
of the comparative lists, and participation in group discussion.

The Teacher will walk around the classroom to redirect discussions and answer
questions to help the students stay on task and maintain an equitable atmosphere
in the classroom.
Day Two, Lesson Two
After a brief reintroduction of the topic, the Teacher will play a short environmental
ethics video followed by a brief discussion. The Teacher will then introduce collagraph
printmaking process.
2. Guided Practice
The Teacher will hold a brief refresher discussion on the videos and movie that was
examined the prior class period.
The Teacher will then introduce collagraph printmaking process.
The Teacher will ask if there are any questions.
The students will use their sketchbooks to sketch a composition for their collagraph.
4. Closure
The students will be reminded to bring supplies to the next class if they have not already
done so.
Teacher: Dont forget to bring your found objects next class so we can get started on
our collagraphs!
The Teacher will observe as students participate in discussion.
The Teacher will check for understanding of collagraph process by asking questions and
going over anything that was unclear.

The Teacher will walk around the classroom to redirect discussions and answer
questions to help the students stay on task and maintain an equitable atmosphere
in the classroom.
Day Three, Lesson Two
Teacher: Everyone pull out your sketchbook images we worked on last class and your
found objects that you brought from home. Today we will work on cutting and
tearing texture and fragments from our found objects. Please share your found
objects if your fellow students see something you have that they might like to use.
Remember to think of composition as you choose your scraps. If you have
questions or need assistance please raise your hand and I will come to you.
2. Guided Practice
Teacher: Keep in mind what you have learned about the concept of environmental
ethics and waste as you rip it up!
The students will look through the found objects and rip, tear, cut, and collect the needed
textures and fragments.
4. Closure
Teacher: Make sure to write your name in sharpie on the baggie I have provided you
and place all the scraps you are going to keep in the baggie. Place the baggie in your art bag
until next class. You are required to bring a 9 X 12 piece of cardboard to class the next time
we meet. If you do not bring it, you will not be able to start the gluing process. Please see me
after class if this might be an issue for you.
questions or confusion with acquiring scraps for composition.

(https://enviroethics.org/song-music/). Walk around the room to monitor that scissors/Exacto
knives are being used correctly, safely, and only cutting on magazines or using a cutting mat.
Day Four, Lesson Two
The Teacher will demonstrate the gluing process:
The student will use a ruler and scissors to carefully cut the cardboard to 9 X 12
dimension.
The student will use a Sharpie to write their name on the back of their cardboard.
The student will use a pencil to sketch out their concept from their sketchbook
onto the cardboard.
The student is required to use a painters mat (heavy scrap paper or shopping bag
larger than the 9 X 12 cardboard), to avoid glue on the tables.
The student will use glue that will be available in airtight containers on the
counter.
The student will use their finger to spread the glue on each scrap as they are
placed on the cardboard.
Teacher: If you feel you are ready to start gluing you may get a painters mat to protect
your table and glue from the counter.
You will continue to work on cutting and tearing texture and fragments from
found objects. Again, please share! Remember to think of composition as you
choose your paper scraps. If you have questions or need assistance please raise
your hand and I will come to you.
2. Guided Practice
The Teacher will demonstrate how to start the gluing process above.
The students will continue to look through the found objects and rip, tear, cut, and
collect the needed textures and fragments.
The students will measure and cut the cardboard to 9 X 12 size.
The students will begin gluing found object scraps to the cardboard they brought from
home.
4. Closure
Teacher: Make sure to write your name in sharpie on the back of your cardboard and
place it on the drying rack. Place all the scraps you are going to keep in your baggie and place
the baggie in your sketchbook until next class. If you forgot your 9 X 12 piece of cardboard,
make certain you bring it to class the next time we meet. If you do not bring it, you will not be
able to start gluing. Please see me after class if this might be an issue for you.
Teacher: You all should be about finished with collecting your found object scraps for
your environmental collagraph. Next class meeting you should all be working on the gluing
process. Lets stick to it!

used correctly, safely, and only cutting on magazines or using a cutting mat.
cleanup.
Day Five, Lesson Two
Teacher: You should all be gluing today. Make sure to get a painters mat to protect
your table and glue from the counter.
2. Guided Practice
You will continue gluing your found object scraps today. Remember to think of composition as
you establish where to glue your scraps. If you have questions or need assistance please raise
The student will use glue that will be available on the counter.
cardboard.
4. Closure
you are going to keep in your baggie and place the baggie in your art bag until
next class. Please clean your stations for the next class coming in.
Teacher: You all should be gluing your paper scraps to your environmental collagraph.
Next class meeting, those of you who are ready, will foil, ink, and print your
project.

cleanup.
Day Six, Lesson Two
The Teacher will demonstrate the instructions for covering found object plate with foil,
inking process, and printing.
The Teacher will show a YouTube video of the process, How to Collagraph Print.
Teacher: Are there any questions or concerns before we get started?
2. Guided Practice
The Teacher will present a demonstration.
The Teacher will show video example.
The Teacher will assist or re-teach as needed.
The student will follow instructions given to print from their found object plates.
The student will write their name in pencil on the back of their white paper.
The student will cover their dry plate with tinfoil and smooth out the surface as best they
can with a spoon or baren. The foil will be wrapped around the plate and taped on
the back with painters tape.
The student will apply color ink or watered down acrylic paint to the plate.
The student will lay their white paper centered over the plate.
The student will then gently rub the paper with the back of a smooth spoon or baren to
transfer the ink and create an impression in the paper.
The student will carefully remove the paper from the plate and store it in the drying rack.
4. Closure
Teacher: Everyone should be finished gluing their found object scraps today. Next
class we will be inking and printing only. Make sure your prints are in the drying
rack so they are dry for processing during the next class. Please put everything in
its place and clean up your stations for the next class coming in.
questions or confusion with gluing, covering, inking, or printing process.

The Teacher will walk around the room to monitor use of glue, foil, ink, and spoons.
The Teacher will re-teach processes as needed individually or as a group.
The Teacher will make more time for cleanup, due to discarded waste scraps, glue, and
ink/paint cleanup.
Day Seven, Lesson Two
Teacher: You should all be foiling, inking, and printing today. Make sure to get a
painters mat to protect your table from the ink.
2. Guided Practice
Teacher: If you have questions or need assistance please raise your hand and I will
come to you.
than the 9 X 12 cardboard), to avoid ink on the tables.
The student will wrap the collaged found object cardboard plate with foil and then close
foil to keep it in place, by taping the foil on to the back of the plate.
The student will use spoons carefully to smooth out the foil so that texture relief is
exposed.
The student will use preset paint pallets that will be available on the counter.
The student will use their finger, paper towels, and brushes to spread the paint on the foil
covered cardboard plate.
The student will completely and thoughtfully cover the foil covered cardboard plate with
ink/paint.
The student will carefully press dry paper onto their inked plate to create a relief
monoprint collagraph.
4. Closure
Teacher: Make sure to place your prints on the drying rack. Please clean your stations
for the next class coming in.
Teacher: You all should be done printing your environmental collagraph. Next class
meeting we will be having critique. Remember to come to class with positive
constructive feedback.

The Teacher will walk around the room to monitor use of foil, tape, and paint.
The Teacher will make more time for cleanup, due to paint cleanup.
Day Eight, Lesson Two
The Teacher will announce critique day and have students retrieve their work and be
prepared to discuss how it connects with human impact on the environment.
Teacher: Once everyone has their work, we will display our collagraph prints around
the room like we did during the last collage critique. We will then take ten
minutes to silently walk around the room and inspect everyones project before
we begin the critique.
2. Guided Practice
come to you.
The Teacher will assist with collagraph print display.
The students will present their work for critique.
4. Closure
Teacher: You all should be very proud of what you have done with your environmental
found object collagraph prints. I know it was a lot of work, but after hearing your
positive artistic comments and seeing the accomplishments you have made, it was
a worth it!
The Teacher will introduce the new concept for Lesson Three: What can we, as
individuals, ethically do to improve environment for endangered animals?
questions or confusion.
and acquire positive and correct information needed to move on to the next
lesson.

Assessment of the students ability to articulate verbally the negative impact humans have on the
environment by comparing and contrasting wastefulness and recycling. The student will also be
assessed based in the construction, composition, use of color, and texture of their found objects
collagraph print, correctly demonstrating the processes and techniques used for collagraph
printmaking. In summary, the student will be assessed through participation in discussion,
a comparative list in student's journal, and creativity with composition of the collagraph print.
The students will be involved in assessment through critique.

Science: Waste and recycling
112.36. Earth and Space Science, (c), (12), (A, B, C, D, E)

Nature Is Speaking The Ocean, Conservation International (CI), Published on Oct 5, 2014.
Retrieved from YouTube. https://youtu.be/rM6txLtoaoc
Environmental Ethics, The Video Project, Apr 8, 2011. Retrieved from YouTube,
https://youtu.be/0T641C6qDSw
Interdiciplinary image, (n.d.) Retrieved from internet, http://www.middleweb.com/wp-

content/uploads/2013/10/school-concept-trim.png
Snake Artist, How to collagraph print. Published Aug 11, 2012. Retrieved from YouTube,
XIII. Art TEKS

117.302. Art, Level I, (b), (2)
117.302. Art, Level I, (c), (1), (A, B, C, D)
117.302. Art, Level I, (c), (2), (D, F)
117.302. Art, Level I, (c), (4), (A, B, D)

#s:
1, 2, 3, 4, 6, 7, 8, 10, 11
I. Lesson Three, Grade 9, Endangered Species, 90 Minutes, 9 Days
II. Lesson Rationale:

It has long been acknowledged that changing environments and destruction of natural
habitats have increased the number of endangered species on our planet. It is important for the
students to understand the impact humans have on the environment, ethical conservation by
humans can help the environment and endangered species, and the sustainability of non-human
species that inhabit the Earth that we share. Artistic sculpture representation of endangered
species will increase student awareness of the part they play in sustaining life on Earth.
III. Key Concepts:

Ethical conservation by humans can help the environment and endangered species

What can we, as individuals, ethically do to improve environment for endangered animals?
The student will be able to identify and describe endangered species and the importance
of their natural environment by creating representational sculpture using plaster tape, gesso, and
acrylic paint. This activity will be assessed by class discussion of verbal descriptions, written
research in their journals, and representation of an endangered species in a mask making
assignment.

The specific art content to be taught will be plaster mask making to depict realistic
representation of an endangered species. Students will apply the skills of analyzing, evaluating,
and applying, what they have learned about endangered species to construct an animal mask.
The processes and techniques utilized to communicate the essential question will be the elements
and principles of scale, color, organic form, and relief.
Materials
Computer
Whiteboard
Internet connection
Butcher paper
Bowls for water
Resources
Man vs Earth, Prince Ea, November 24, 2015. Retrieved from YouTube,
https://youtu.be/VrzbRZn5Ed4.
Our Earth - The Endangered Animals and Wildlife Conservation Documentary Short, Andrew
S., May 16, 2016. Retrieved from YouTube, https://youtu.be/S80dOqo1Dzo

Library
Journals
Pencils
5 X 10 note cards
Markers
Smocks
Cardboard (pizza boxes work great for this)
Plastic face molds (you can choose to have students do their own face too)
Plaster gauze strips
Water (warm)
Gesso (black and white)
Acrylic paint
Paintbrushes
Day One, Lesson Three
Lesson Overview:
o The Teacher will start the lesson with a discussion review of Day One, Lesson Two.
topic: What can we, as individuals, ethically do to improve environment for endangered
animals?
o The Teacher will show Our Earth video.
o The Teacher will introduce poetry assignment.
The Teacher will start the lesson with discussion review of the last lesson. After
watching Our Earth - The Endangered Animals and Wildlife Conservation Documentary Short,
https://youtu.be/S80dOqo1Dzo, brief journal discussion will ensue on endangered species and
how humans impact them.
2. Guided Practice
The Teacher will start the lesson with a discussion review of Day One, Lesson Two.
topic: What can we, as individuals, ethically do to improve environment for
endangered animals?
The Teacher will show Our Earth video.
The students will share notes with whole class group discussion.
The Teacher will introduce the journal poetry assignment.
The students will go to Library and research endangered animals.
The students will check out a book on the endangered animal they chose.
The students will be asked to write a poem about the endangered animal they chose.
4. Closure
The students will be reminded that next class will be dedicated to writing and reviewing
their poems.
Formative assessment will be done on the notes from the video and participation in group
discussion.

to help the students stay on task and maintain an equitable atmosphere in the
classroom.
Day Two, Lesson Three
After a brief reintroduction of the topic, the Teacher will remind the students that they are
working on their endangered species poems and to continue working in their journals.
2. Guided Practice
The Teacher will hold a brief refresher discussion on the video that was examined the
prior class period.
The Teacher will remind the students that they are working on their endangered species
poems and to continue working in their journals.
The Teacher will tell the students that they are to bring their poems to the teacher for
final review. After review the students will copy poem to note card.
The Teacher will review the poems one-on-one with the students and have them rewrite it
on a 5 X 10 note card in sharpie.
The Teacher will ask if there are any questions.
The students will use their sketchbooks to write their poems.
The students will use sharpie to copy their poem onto 5 X 10 note cards.
4. Closure
The students will be reminded to write their name on the back of their note card, if they
have not already done so.
The students will be asked to turn in their note cards.
Teacher: Next class we will be going to the computer lab to print out a picture of your
endangered animal.
The Teacher will check for understanding of endangered species by reviewing poems in
journal.

The Teacher will observe and assist as students write their poems.
The Teacher will ask questions and go over anything that was unclear.
classroom.
Day Three, Lesson Three
The Teacher will start the lesson by focusing the students on the topic of the impact of
humans on endangered species. The Teacher will do this by showing the students the video,
Man vs Earth. The students will go to the computer lab and printing a Google image of the face
of their chosen endangered species and return to class for further instruction.
2. Guided Practice
The Teacher will show Man vs Earth and hold a brief review of the topic of the impact of
humans on endangered species.
The Teacher will have everyone show their image one-by-one to the class, stating: the
name of the animal, where it comes from, and why they chose it.
The Teacher will introduce the process of mask making using plaster strips on plastic
face molds.
Teacher: The next few classes will be dedicated to making our animal masks. I will be
taking you step-by-step through the process by doing little introductions before
we start on the next process. This will be fun!
The students will go to the computer lab and print Google image of their chosen animal.
The student will present chosen animal to the class.
4. Closure
The Teacher will remind students that the next few classes they will be working with
very messy materials. It is important that they wear a smock during class and to
not wear their favorite clothes or anything else that they do not want plaster or
paint to get on.
Teacher: Next class is going to be so exciting. We will be bringing our endangered
species to life!
The Teacher will have students present their images one-by-one to the class, stating: the
name of the animal, where it comes from, and why they chose it.

The Teacher will guide students during their presentations.
Day Four, Lesson Three
The tables will be covered with butcher paper. Bowls of warm water, scissors, plaster
tape, and plastic face molds. The Teacher will demonstrate how to use the materials, ask if there
are any questions, and start the students to task.
Teacher: Now lets get messy!
2. Guided Practice
The Teacher will demonstrate how to use the materials, ask if there are any questions,
and start the students to task.
The students will make their masks.
4. Closure
Teacher: Make sure you write your name in sharpie on the tape on the tray with your
mask and find a place in the storage cubbies for it to dry. We will continue to make our masks
next class.
The Teacher will observe and assist students with mask making.

The Teacher will walk around the room to monitor use of plaster tape and scissors.
The Teacher will make more time for cleanup, due to plaster cleanup.
Day Five, Lesson Three
Teacher: Everyone pull out your Google images we talked about last class and retrieve
your masks from the cubbies. Today we will work on the second layer of plaster
and additive design pieces. If you have questions or need assistance please raise
2. Guided Practice
Teacher: Keep in mind what you have learned about the concept of human impact on
endangered species as you mold your masks.
The students will continue to layer their masks with plaster tape strips.
The students will cut pieces out of cardboard to create additive shapes to the faces, such
as ears, horns, etc.
The students will cover additive pieces with plaster tape strips.
4. Closure
Teacher: Make sure your name is in sharpie on the tape on the tray with your mask and
additive pieces. Find a place in the storage cubbies for it to dry.
questions or confusion with design of their composition.

(https://enviroethics.org/song-music/). Walk around the room to monitor that plaster tape and
scissors are being used correctly and safely.
Day Six, Lesson Three
your masks from the cubbies. Today we will finish adding the layers of plaster
and additive design pieces to our masks. If you have questions or need assistance
please raise your hand and I will come to you.
2. Guided Practice
endangered species as you continue to mold your masks.
The students will finish layering their masks with added shapes using plaster tape strips.
The students will cut pieces out of cardboard to create additive shapes to the faces, such
as ears, horns, etc.
The students will cover additive pieces with plaster tape strips.
4. Closure
questions or confusion with design of their composition.

(https://enviroethics.org/song-music/). Walk around the room to monitor that plaster tape and
scissors are being used correctly and safely. Remind students that this is the last day to work
with the plaster tape.
Day Seven, Lesson Three
your masks from the cubbies. Today we will protect the masks with gesso and
prepare to start painting with acrylic paint. Once I have finished the
demonstration, if you have questions or need assistance please raise your hand
and I will come to you. Okay grab a smock and lets make these animals come
alive with color!
2. Guided Practice
The Teacher will give a short demonstration on how to paint their masks and add value
to create depth.
endangered species as you paint your masks.
The students will paint their masks with gesso.
The students will decide on color scheme and mix colors needed to paint mask while
gesso dries.
The students will paint their masks using accurate color scheme and adding value to
create depth.
4. Closure
The students will be evaluated while painting their masks to assess if they are using
accurate/resembling color scheme and adding value to create depth.

(https://enviroethics.org/song-music/). Walk around the room to monitor that
paint is being used correctly and safely. Cover tables with butcher paper to make
cleanup quick and easy. The students will clean brushes and paint pallets and
return them to their storage places.
Day Eight, Lesson Three
your masks from the cubbies. Today you should be painting the final touches on
your masks. Next class you should be ready to present your poem next to your
mask for final class discussion critique. If you have questions or need assistance
please raise your hand and I will come to you.
2. Guided Practice
endangered species as you paint your masks.
The students will finish painting their masks.
4. Closure
Teacher: You should be finished painting and your mask should be in the cubby drying.
For our next class you should be ready to present your poem with to your mask for final class
discussion critique.
questions or confusion with painting of their masks.

(https://enviroethics.org/song-music/). Walk around the room to monitor that paint is being used
correctly and safely. Cover tables with butcher paper to make cleanup quick and easy. The
students will clean brushes and paint pallets and return them to their storage places.
Day Nine, Lesson Three
prepared to discuss how it connects with human impact on endangered species.
Teacher: Once everyone has their work, we will display our masks beside our poems
around the room like we did during the last collage critique. We will then take
fifteen minutes to silently walk around the room and inspect everyones project
before we begin the critique.
2. Guided Practice
come to you.
The Teacher will assist with mask/poem display.
4. Closure
Teacher: You all should be very proud of what you have done for your endangered
species mask and connecting poem. We focused a lot of time and effort on these
masks and poems, after hearing your positive artistic comments and seeing the
accomplishments you have made, it was a worth it!
The Teacher will introduce the new concept for Lesson Four: What can we, as
individuals, ethically do to improve environment for endangered animals?
lesson.
The Teacher will evaluate final result of mask for creativity, color, and design.

The students creations will be representational artwork using plaster tape, gesso, and acrylic
paint. This final artwork will be assessed by class discussion of verbal descriptions, researched
written summaries and poems in their journals, and accurate representation of an endangered
species in a mask.

Science: Waste and recycling
112.36. Earth and Space Science, (c), (12), (A, C, E)
Our Earth - The Endangered Animals and Wildlife Conservation Documentary Short, Andrew
S., May 16, 2016. Retrieved from YouTube, https://youtu.be/S80dOqo1Dzo.
Man vs Earth, Prince Ea, November 24, 2015. Retrieved from YouTube,
https://youtu.be/VrzbRZn5Ed4.
XIII. Art TEKS

117.302. Art, Level I, (b), (2)
117.302. Art, Level I, (c), (1), (A, B, C)
117.302. Art, Level I, (c), (2), (D, F)
117.302. Art, Level I, (c), (4), (A, D)

#s:
1, 2, 4, 6, 8, 9, 10, 11
I. Lesson Four, Grade 9, Hope for Our Future?, 90 Minutes, 6 Days
II. Lesson Rationale: What would the world be like if no one cared for our planet? Consider for
a moment how self-serving behavior can cause collective harm for all? Humanity has a huge
impact on the environment and non-human species through excessive waste, destruction of
natural habitats, and pollution. This lesson will inform the student what happens when we
pollute the environment and questions them to create a hypothetical Earth environmental
landscape, implementing learned techniques of watercolor.
III. Key Concepts:

Humans can impact their community by improving the environment

What is the impact on the environment when humans conserve or squander natural resources?
The successful student will practice technical skills needed in watercolor painting by creating a
watercolor landscape. This painting will be assessed by composition, creativity, and craftsmanship.

The specific art content to be taught will be classical watercolor techniques. The student will
apply the processes and techniques used to communicate the essential question utilizing the
elements and principles of texture, color, and perspective to represent a hypothetical environment
polluted due to poor ethics of humans.

Materials
Computer
Whiteboard
Internet connection
Resources
YouTube video opener: Some Impressions of Our

Planet, https://www.youtube.com/watch?v=mMq1FqiM8Qc
Dear Future Generations: Sorry, Prince Ea, Published on Apr 20, 2015. Retrieved from
YouTube, https://youtu.be/eRLJscAlk1M
Nature Is Speaking: Joan Chen is Sky | Conservation International (CI), Published April 18,
2016. Retrieved from YouTube, https://youtu.be/E8d_JvMpoY4
Nature Is Speaking Robert Redford is The Redwood, Conservation International (CI),
Published on Oct 5, 2014. Retrieved from YouTube, https://youtu.be/3e66bnuxV2A
The Answer Was A Farm. Babcock, Daron, Published on April 7, 2016. Retrieved from
YouTube, https://youtu.be/l1T74We9mXM

Library
Journals
Pencils
Smocks
Painters mats, (heavy scrap paper or shopping bag, larger than the 9 X 12 cardboard, to avoid
paint on the tables)
12 X 18 White heavy stock watercolor paper
Paint brushes
Watercolor paint
Color mixing trays (Styrofoam egg cartons work great)
Water to clean brushes (Clean styrofoam small togo boxes work well to have cool/warm color
brush cleaning)
Salt
Rubbing alcohol
Vegetable oil
Crayons
Plastic wrap
Paper towels
.
Day One, Lesson Four
Lesson Overview:
o The Teacher will start the lesson with a discussion review of Day One, Lesson Three.
What can we, as individuals, ethically do to improve environment for endangered
animals?
topic: What is the impact on the environment when humans conserve or squander
natural resources?
o The Teacher will show Nature Is Speaking: Joan Chen is Sky and Nature Is Speaking:
Robert Redford is The Redwood, videos.
o The students will sketch an image reflecting on a landscape impacted by human
pollution.
Students walk in to classroom and take their seats with fog machine running to create
atmosphere for pollution. Have the video, Some Impressions of Our
Planet, https://www.youtube.com/watch?v=mMq1FqiM8Qc on a loop on the projector. Once
students are seated, the Teacher will turn off fog machine, video and ask students: What do you
think todays lesson is about?
2. Guided Practice
topic: What is the impact on the environment when humans conserve or
squander natural resources?
The Teacher will play: Nature Is Speaking: Joan Chen is Sky and Nature Is Speaking:
Robert Redford is The Redwood.
Teacher: How do humans create pollution that negatively effects the environment?
What do you consider pollution? Can you describe what pollution is?
The class will discuss the definition of pollution (What, why, how, and where).
The students will break up into groups of four for small group discussion. The students
will analyze what types of pollution humans create that harms the environment we
live in.
The students will work together to come up with a list of 10 ways humans create
pollution.
The Teacher will have the students pick their top 4 best, when done one person from each
group will write their findings on the whiteboard. Students move back to their
seats for discussion.
The students will then use the lists and images as a reference for brainstorming how
pollution humans create negatively effects on the environment (What, why, how,
and where) A chart will be made from brainstorming with two columns titled
human pollution and environmental effects.
The Teacher will keep chart up in the room for a handy reference.
The Teacher will wrap up discussion.
The Teacher will have students sketch in their journals an image reflecting on a landscape
impacted by human pollution.
The students will write in their journals key ideas and terms.
The students will draw an image sketch reflecting on a landscape impacted by human
pollution.
4. Closure
The students will be reminded that next class the new and final art project for this unit
will be revealed.
Formative assessment will be done on the notes from the video and participation in group
discussion. The Teacher will collect journals to assess what key ideas and terms
were acquired.

classroom.
Day Two, Lesson Four
Butcher paper, water rinsing dishes, brushes, paper, and water colors will be laid out on
the tables, as well as, salt, paper towels, plastic wrap, and droppers with oil and rubbing
alcohol. The Teacher will start with a demonstration on how to make columns in the paper
and then move on to watercolor techniques.
2. Guided Practice
The Teacher will demonstrate paper folding and labeling.
The Teacher will demonstrate watercolor techniques.
The Students will make their watercolor sample of techniques paper.
4. Closure
Teacher: Let us clean up and make sure your tables are ready for the next class. Please
dump and rinse your water dishes and make sure your brushes are clean and
placed in the bucket bristle side up. Next class we will sketch our designs for our
final watercolor landscape.
The Teacher will check to see if students need re-teaching by walking around the room
and inspecting the samples students are making.

The Teacher will walk around the room to monitor that paint is being used correctly and
safely. The Teacher will over tables with butcher paper to make cleanup quick
and easy. The students will clean brushes and paint pallets and return them to
their storage places.
Day Three, Lesson Four
The Teacher will play, Dear Future Generations: Sorry, video. The video will
help remind students what they will be sketching today.
2. Guided Practice
The Teacher will have students take out their sketchbooks and draw sketches of what the
environmental landscape could hypothetically be like if humans do not take care
of their environment.
The Teacher will request that all sketches be turned in at the end of class for review and
daily grade.
The students will draw sketches of what the environmental landscape could
hypothetically be like if humans do not take care of their environment.
4. Closure
Teacher: If you have not turned your sketch in for a daily grade, please do so now. We
will have lab class next time to paint your watercolors. Make sure not to wear
your favorite clothes just in case; they could get stained with paint.
Student sketches will be turned in at the end of class for review and daily grade.

(https://enviroethics.org/song-music/). The Teacher will walk the room to help students
formulate ideas for their landscape paintings.
Day Four, Lesson Four
The Teacher will have tables covered and supplies ready.
Teacher: Everyone pull out your sketches we sketched last class. Today we will use the
watercolor techniques we learned to create a hypothetical environmental
landscape with watercolor paint. If you have questions or need assistance please
raise your hand and I will come to you.
2. Guided Practice
Teacher: Keep in mind what you have learned about the concept of a landscape
impacted by human pollution as you paint your landscapes.
The Teacher will remind students to make sure their name is in pencil on the back of their
paper before they start painting.
The students will use the watercolor techniques they learned to create a hypothetical
environmental landscape with watercolor paint.
4. Closure
Teacher: Make sure your name is in pencil on the back of your paper. Find a place on
the drying rack for it to dry. We will be finishing with painting next class.
questions or confusion with design and color of their composition.

(https://enviroethics.org/song-music/). Walk around the room to monitor that watercolors and
brush cleaning are being used/done correctly and safely. Remind students that the next class will
be the last day to work on their paintings.
Day Five, Lesson Four
The Teacher will have tables covered and supplies ready.
Teacher: Everyone retrieve your watercolor paintings from the drying rack. Today you
will finish painting your hypothetical environmental landscape with watercolor
paint. If you have questions or need assistance please raise your hand and I will
come to you.
2. Guided Practice
Teacher: Keep in mind what you have learned about the concept of a landscape
impacted by human pollution as you paint your landscapes. Remember to include
creativity, color, and composition. They are very important!
The students will use the watercolor techniques they learned to continue creating their
hypothetical environmental landscape with watercolor paint.
4. Closure
Teacher: Okay its time to clean up. Find a place on the drying rack for your painting
to dry. You should all be finished with your painting today. Our final critique on this unit will
be next class. I cannot wait to see your hypothetical creations!
questions or confusion with design and color of their composition.

(https://enviroethics.org/song-music/). Walk around the room to monitor that watercolors and
brush cleaning are being used/done correctly and safely. Remind students, that today is the last
day to work on their paintings.
Day Six, Lesson Four
prepared to discuss how it connects with the hypothetical impact humans have on
the environment.
Teacher: Once everyone has their work, we will display watercolor landscapes around
the room like we did during the last collage critique. We will then take fifteen
minutes to silently walk around the room and inspect everyones project before
we begin the critique.
2. Guided Practice
come to you.
The Teacher will assist with watercolor display.
4. Closure
Teacher: You all should be very proud of what you have done for your watercolor
landscapes. They are so creative! I appreciate hearing your positive artistic
comments and seeing the accomplishments you have made!
The Teacher will end the class with an inspirational video, The Answer Was A Farm.
https://youtu.be/l1T74We9mXM
lesson.
The Teacher will evaluate final result of the painting and it will be assessed by composition,
creativity, and craftsmanship.

Assessment Rubric: Watercolor Landscape Name:
Evidence: Ability to show through watercolor landscape Final Result:

painting how humans negatively affect the
environment through pollution.
Exemplary: Shows abundantly detailed understanding of

pollution caused by humans and how that /100 points
impacts the environment using watercolor.
Creative interpretation of hypothetical Earth
environment with use of 4 or more watercolor
techniques learned in class.
Essential: Demonstrates understanding of pollution

caused by humans and how that impacts the /80 points
environment using watercolor. Use of 2 to 3
watercolor techniques learned in class.
Partial: Does not show link to understanding how

pollution caused by humanity impacts the /40
environment using watercolor. Use of 1
watercolor technique learned in class.

Science: Pollution
112.36. Earth and Space Science, (c), (12), (A, B, C, D, E)

Bonton Farms. Website: http://bontonfarms.org/
Dear Future Generations: Sorry, Prince Ea, Published on Apr 20, 2015. Retrieved from
YouTube, https://youtu.be/eRLJscAlk1M
Nature Is Speaking: Joan Chen is Sky | Conservation International (CI), Published April 18,
2016. Retrieved from YouTube, https://youtu.be/E8d_JvMpoY4
Nature Is Speaking Robert Redford is The Redwood, Conservation International (CI),
Published on Oct 5, 2014. Retrieved from YouTube, https://youtu.be/3e66bnuxV2A
The Answer Was A Farm. Babcock, Daron, Published on April 7, 2016. Retrieved from
YouTube, https://youtu.be/l1T74We9mXM
XIII. Art TEKS
117.302. Art, Level I, (b), (2)
117.302. Art, Level I, (c), (1), (A, C, D)
117.302. Art, Level I, (c), (2), (D, F)
117.302. Art, Level I, (c), (3), (B, C)
117.302. Art, Level I, (c), (4), (A, B, D)

#s:
2, 3, 5, 6, 7, 8, 10

Paoli-Uzcatequi Keli Unit of Study Photo-Montage Digital Image Essay Found Object Collagraph Printing Sculpting Animal Masks and Watercolor Painting - Spring 2017

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Paoli-Uzcatequi Keli Unit of Study Photo-Montage Digital Image Essay Found Object Collagraph Printing Sculpting Animal Masks and Watercolor Painting - Spring 2017

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Keli Paoli-Uzcatequi

Environmental Ethics and Human Impact on Environment

environmental ethics and their personal impact on the environment. Awareness of

constructive contributors to the preservation of their communities, natural resources, endangered

species, and the worlds environment.

Key Concepts about Enduring Idea:

Environmental ethics is vital to the sustainability of humanity and the Earth

Excessive waste negatively impacts the environment

Humans can impact their community by improving the environment

Key Concepts about Art/Visual Culture:

Environment collage and digital image essay

Found objects collagraph print

Endangered species animal masks

Essential Questions about Enduring Idea:

1) What is environmental ethics and why does it matter?

2) How do humans negatively impact the environment?

The student will be able to demonstrate what environmental ethics means by

III. Key Concepts:

IV. Essential Question:

VI. Specific Art Content:

VII. Resources & Materials for Teacher:

Collage PowerPoint presentation:

Image examples: Eileen Downes, Sunset at Kimo's, (2017).

Day One, Lesson One

6. Classroom Management Procedures

6. Classroom Management Procedures

6. Classroom Management Procedures

6. Classroom Management Procedures

6. Classroom Management Procedures

6. Classroom Management Procedures

6. Classroom Management Procedures

6. Classroom Management Procedures

6. Classroom Management Procedures

6. Classroom Management Procedures

Final Rubrics at the end of the lesson for artwork:

Assessment Rubric: My Environment Collage Name:

Description: Points Points Comments:

Evidence: Ability to construct an inventive PowerPoint Final Result:

Levels Criteria of evidence Results:

Exemplary: PowerPoint digital image essay inventively

Getting it: PowerPoint does not clearly demonstrate

Lets try this PowerPoint has minimal creative effort and

XII. References & Resources:

XIII. Art TEKS

XIV. National Art Standards

III. Key Concepts:

IV. Essential Question:

VI. Specific Art Content:

VII. Resources & Materials for Teacher:

DVD: Wall-E by Disney/Pixar

VIII. Resources & Materials for Students:

6. Classroom Management Procedures

6. Classroom Management Procedures

6. Classroom Management Procedures

6. Classroom Management Procedures

6. Classroom Management Procedures

6. Classroom Management Procedures

6. Classroom Management Procedures

6. Classroom Management Procedures

XI. Interdisciplinary Connections:

XII. References & Resources:

Interdiciplinary image, (n.d.) Retrieved from internet, http://www.middleweb.com/wp-