This is a butterfly symmetry lesson

Subject:

Art

2

Title – Butterfly Symmetry
By – Sara Ash
Primary Subject – Art
Secondary Subject – Math

PA Standards Covered by this Lesson:

9.1.A. Elements and Principles of Design
9.1.C. Vocabulary within Art Form

9.3.A. Recognize and use critical response
9.3.B. Criteria
9.3.C. Recognize art classifications
9.3.D. Use critical vocabulary
9.3.F. Know and use critical comparisons

Objectives:

• To reinforce and expand the concept of symmetry.
• To reinforce vocabulary for symmetry.
• To further develop tracing and cutting skills.
• To correlate with a symmetry lesson.

Cross-Curricular Integration:

• Math Symmetry Lesson

Materials:

• 12 x 18 construction paper
• butterfly pattern
• glue
• foam shapes
• scissors
• wiggly eyes
• pipe cleaners
• tacky glue

New Vocabulary:

• Symmetry
• Line of symmetry

Instructional Procedures:

Anticipatory Set:

• Motivate by discussing the math lesson on symmetry. Ask the students to name objects that are symmetrical. Show examples of artwork with symmetrical designs. Show the students a big picture of a butterfly and discuss how the designs are the same on both sides and how the colors are the same on both sides.

Developmental Activities:

• Do a complete demonstration of what is expected before the children do the lesson.
• After the demonstration, split the students into groups of four and have them push their desks together.
• Randomly choose students to pass out scissors, glue, foam shapes, wiggly eyes, and pipe cleaners to each group of students while the teacher walks around passing out the construction paper. Allow the students to quickly choose the color of their choice.
• As the students are working, the teacher walks around to make sure everyone understands and is following the directions.
• Have the students fold their construction paper in half.
• Have students trace the butterfly pattern on the folded construction paper so that the straight side of the pattern (labeled “fold”) is against the fold. Have them keep their paper folded in half and cut out the shape.
• Discuss how that when they unfold the paper, it forms a symmetrical shape of a butterfly.
• Have them write their name on the back of the butterfly.
• Students will glue foam shapes onto their butterfly shapes. Stress the importance of keeping their butterflies symmetrical. Tell them to make sure that if they glue a shape on one side of the butterfly they must put a shape exactly like it (same shape, size, and color) on the opposite side so they make a mirror image.
• When students are done decorating their butterflies with the foam shapes, have them glue wiggly eyes onto their butterfly with the tacky glue. Have them hold the eyes in place long enough so they will stay put.
• After students glue the eyes on, have them fold a pipe cleaner in half and glue the folded part onto the back of the butterfly, with the tacky glue, to make antennas. Have them hold the pipe cleaner in place long enough so they will not fall off. Once the pipe cleaners are fastened, they can bend them to look more like antennas.
• When everything is glued onto the butterfly, the students can put their completed project on the floor along the blackboard to dry.
• Have the students who passed out each of the materials go around, collect them, and put them away. Choose one student from each group to throw away paper scraps and choose another person from each group to wipe up any glue on the desks.

Closure:

• Conclude the lesson by having all of the students show their classmates their butterfly. Have students pay close attention to the symmetry in all of the butterflies. Encourage students to make positive comments on other students’ butterflies.

Assessment:

• Were directions followed when cutting out the shape of the butterfly (putting the straight side of the pattern along the fold of the construction paper)?
• Are the foam shapes on both sides of the butterfly symmetrical in shape, size, and color?
• Are the wiggly eyes glued in the correct place?
• Is the pipe cleaner glued in the correct place?
• Is the project made with care and neatness?