A Lesson Plan in Arts 4
I. Objectives
Through
the aid of pictures, pupils with 80% accuracy are expected to:
a. compare pictures having different color
combination;
b. give the importance of color harmony; and
c. use harmonious colors in an art work.
II. Subject Matter
Topic: “Colors, Beautiful Colors”
References:
1. Radiance 4 by Imelda Codog, et. al, pp.
155-160.
2. Music, Art, Physical Education 4 by
Orlando Abon, et. al, pp. 74-75.
3. Sparkles 4 by Rocelle Jimenez, et. al, p.
126.
Materials:
pictures/artworks, strips of words, color
wheel
III. Procedure
1. Preparation
a. The teacher shows
2 pictures/artworks – one that is black and white (Picture A), one that is
colored (Picture B).
Which
of the pictures is pleasant to look at?
b. The teacher then
shows 2 pictures/artworks – one that has color (Picture A), one that has color
and color combination (Picture B).
c. The teacher
lastly shows 2 pictures/artworks – one that has a bad combination of colors
(Picture A), one that has a good combination of colors (Picture B).
Which
of the pictures is pleasant to look at?
2. Presentation
The teacher shows the
following:
a. Set 1 - Picture/s
colored with PRIMARY COLORS (red, blue, yellow)
b. Set 2 - Picture/s
colored with SECONDARY COLORS (violet, orange, green)
c. Set 3 -
Pictures colored with COMPLEMENTARY
COLORS (red, green; blue, orange; yellow, violet)
d. Set 4 - Pictures
colored with ANALOGOUS COLORS (orange, yellow-orange, red-red orange;
blue, light blue, violet, dark violet; green, yellow-green, dark green,
blue-green)
3. Comparison
and Abstraction
a. Are the colors in
picture/s in Set 1, if combined, make a nice combination? in Set2? in Set 3? in
Set4?
b. Which picture has
the nice combination result?
c. What colors do
you see in the picture/s in Set 1? What are these colors? (primary colors)
d. What colors do
you see in the picture/s in Set 2? What are these colors? (secondary colors)
e. What colors do
you see in the picture/s in Set 3? What are these colors? (complementary
colors)
f. What colors do you see in the picture/s in
Set 4? What are these colors? (analogous
colors)
The
teacher lets the pupils examine again the pictures in the Preparation stage and
the following questions are asked:
a. Which looks
better?
b. What makes
picture A look unpleasant? (bad
combination of colors)
c. What makes
picture B look pleasant? (good
combination of colors)
4. Generalization
a. What makes a
picture/an artwork look pleasant? (color,
shade, harmony)
b. What group of
colors are in harmony? (primary colors,
secondary colors, complementary colors, analogous colors)
c. When can we say
that there is harmony in a picture? (if
the picture is beautiful and pleasing to the eye)
d. What is the
importance of color harmony? (it
interests the viewer and gives him a sense of order and balance)
IV. Application
Directions:
Color the pictures with harmonious colors.
A. Primary Colors C. Complementary Colors
A. Primary Colors C. Complementary Colors
V. Assignment
Directions:
In a short bondpaper, draw any scenery. Color it using preferred color harmony.
Rubrics:
Color harmony 5 pts.
Creativity 3
pts.
Neatness 2
pts.
Total 10
pts.
Prepared
by: Reghine Demeterio
Presentation: Colors, Beautiful Colors
Assessment on “Colors, Beautiful Colors”
1-3. Draw a star (¶)
on the Primary colors in the color wheel. (3 pts.)
4-6. Draw a star (¶)
on the Secondary colors in the color wheel. (3 pts.)
7-12. Draw a star (¶)
on the Complementary colors in the color wheels. (6 pts.)
13-20. Draw a star (¶)
on the Analogous colors in the color wheels. (8 pts.)
21.-23. What are the factors to be
considered for a picture/an artwork to look pleasant to the eyes? (3 pts.)
24-25. What is the
importance of color harmony? (2 pts.)
Answer Key:
Assessment on “Colors, Beautiful Colors”
1-3. Draw a star (¶)
on the Primary colors in the color wheel. (3 pts.)
4-6. Draw a star (¶)
on the Secondary colors in the color wheel. (3 pts.)
7-12. Draw a star (¶)
on the Complementary colors in the color wheels. (6 pts.)
Note:
Any 2 colors are considered as long as they are opposite with each other.
13-20. Draw a star (¶)
on the Analogous colors in the color wheels. (8 pts.)
Note: Any 4 colors are considered as long as they are adjacent with each other.
21.-23. What are the factors to be
considered for a picture/an artwork to look pleasant to the eyes? (3 pts.)
Color, Shade, and Harmony
24-25. What is the
importance of color harmony? (2 pts.)
It interests the viewer and gives
him a sense of order and balance.
Unit Plan
Science and Health 3
(Working Like A Scientist)
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Unit Overview
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Unit Plan Title:
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Working Like A Scientist
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Curriculum-Framing Questions
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Essential Question
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How is
being a scientist important and applicable in our daily life?
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Unit Questions
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Are we
doing things like a scientist?
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Content Questions
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What are
the science ways of learning?
What are
the things we need to know and use in learning the science way?
How does
learning the science way help us?
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Unit Summary:
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The purpose of this unit is for
pupils to apply the skills of observing, reading, and measuring in the real
life context. Pupils start by doing and performing the activities provided by
the teacher. They then report and present their observations and experiences,
and share their learnings to the class. Afterwards, both the teacher and the
pupils assess and discuss the pupils’ learnings and experiences. This brainstorming
would serve as a discussion and review of the lessons tackled. Finally,
pupils take an evaluation test to check their understanding and knowledge of
the topics.
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Targeted State Frameworks/Content
Standards/Benchmarks:
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1.
Observing
2.
Reading
3.
Measuring (Height and Weight,
Area, Mass, Volume of Liquids, Temperature)
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Student Objectives/Learning Outcomes:
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a.
Observe things using different senses
b.
State that one learns more about things through observing
c.
State that reading enriches one’s learning
d.
Identify some common measuring instruments
e.
Determine appropriate units to use when measuring length/mass/volume
f.
Measure objects as to length/area/mass/volume/temperature
g.
Describe objects more accurately using numerical quantity
h.
Compare objects measured
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Procedures:
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1.
Pose the unit question: Are
we doing things like a scientist? How? Why?
2.
Brainstorm the answers of the
pupils and discuss it thoroughly.
3.
Provide hands-on activities
by group given that instructions are explained clearly.
4.
Let pupils report and present
their findings, observations, experiences, learnings as a group.
5.
Assess and discuss the
pupils’ experiences and learnings. (Note: Teacher can either do this every
after one topic or after all the topics are tackled.)
6.
Review the topics through
activities/games.
7.
Evaluate pupils’
understanding of the topics through a paper-pen test and/or authentic
assessments.
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Approximate Time Needed:
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About 4-5 days.
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Prerequisite Skills:
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1.
Observing
2.
Using some common measuring
tools
3.
Reading and recording data
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Materials and Resources Required For Unit
Technology - Hardware
Computer
Digital Camera
Internet Connection
Printer
Television
Technology - Software
Internet Web Browser
Multimedia
Word Processing
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Printed Materials:
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Science and Health 3 by Helen
Aragones, Carmelita Coronel, Miliza Romero
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Supplies:
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1.
Food to taste
(e.g. banana)
2.
Rock/stones
3.
Ruler
4.
Weighing scale
5.
Weights
6.
Weighing balance
7.
Beaker/measuring
cup
8.
Thermometer
9.
Bottles/containers
10.
Things to measure
11.
Masking tape
12.
Computer
13. Microsoft Office – Excel, Word, and Publisher
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Internet Resources:
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Others:
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Student Assessment:
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Group and individual tests
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Key Word Search:
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