Water Quality
by Melody Fenton
Lesson I - Marbleized Paper
Objective: Students will investigate the properties of oil and water increating marbleized paper.
Materials:
-4 large tubs
-water
-oil paints
-vinegar
-plastic spoons
-many sheets of light colored paper
-newspaper
Procedure:
1. Teacher will elicit discussion of how water repels oil and will washup on other surfaces. Elicit examples oil slick.
2. Teacher will demonstrate the process of marbleizing paper.
3. Students will gather around 1 gallon tubs of water.
4. Students will add to water 1 tablespoon of vinegar, more if needed.
5. Students will add 2-3 dabs of different oil paints into water and mixwith spoon.
6. Once paint has dispersed into water, students can swirl paints aroundinto different designs.
7. Students will lay paper down on top of the water, then lift off.
8. Students will put name on paper and set on newspaper to dry.
Evaluation:
1. Are paint and oil properly mixed?
2. Did paint adhere to paper?
Skills: follow directions, knowledge of oil and water properties, fine motor
Vocabulary: marbleized paper, oil repellent
Lesson II - Gyoku (Fish Prints)
Objective: Students will examine different fish species and create gyokuor Japanese fish prints.
Materials:
-several raw fish
-tempera paint
-spoons
-printing paper
-newspaper
Procedure:
1. Teacher will discuss with students different types of fish, differentkinds of water habitats.
2. Teacher will talk to students about the art of Japanese fish printingtechniques or gyoku.
3. Teacher will demonstrate fish printing process for students.
4. Students will get paper and find a fish they want to pull prints from.
5. Students will spoon paint onto fish, one or more colors, and smooth iton.
6. Students will lay paper onto fish and press down firmly.
7. Students will lift paper from fish, put name on it and let dry.
8. Teacher will put dried prints up for students to examine, discuss results,details and differences.
Evaluation:
1. How well is image of fish printed on paper?
2. Are details apparent?
3. Color and clarity?
4. Placement of print on paper?
5. Craftsmanship?
Skills: knowledge of fish printing, fine motor, following directions
Vocabulary: Gyoku, printmaking, different types of fish
Lesson III - Environmental Posters
(Save the Oceans, Rivers, Wetlands)
Objective: Students will design and create posters that convey the messageof conserving our oceans, rivers, lakes and wetlands.
Materials:
-18" x 24" paper for each student
-markers
-colored pencils
-pencils
-crayons
-rulers
-construction paper
Procedure:
1. Teacher will discuss with students ideas for promoting conservation ofour water supply.
2. Teacher will elicit discussion of different bodies of water, what isbeing done to them and ideas for helping them.
3. Students will each receive a large piece of paper.
4. Teacher will talk to students about things to do to make their postereffective and graphic.
5. Students will begin to draw their composition for their poster onto thepaper with pencil.
6. Students will add words and large bold images on paper.
7. Students will add color with colored paper, markers or crayons.
8. Teacher will display finished poster and class will critique them foreffectiveness and overall design.
Evaluation:
1. Is message relevant and clear?
2. How is composition?
3. Craftsmanship?
4. Overall design?
Vocabulary: environmental issues, conservation, wetlands
Skills: following directions, critical thinking, fine motor, design anddrawing, knowledge of environmental/water quality issues
Lesson IV - 3-D Cardboard Fish
Objective: Students will design and create a 3-D cardboard fish in a realisticstyle, based on photos of real fish.
Materials:
-heavy duty all purpose paper, 12" x 18" for each student
-watercolor and tempera paints
-brushes
-water containers
-staplers
-scissors
-yarn
-reference books
-charts
-photographs of various fish
Procedure:
1. Teacher will show students examples of different fish from photos, books,charts.
2. Teacher will elicit discussion about different fish habitats.
3. Teacher will explain and demonstrate process of creating a realistic3-D fish.
4. Student will receive a piece of 12" x 18" paper, fold into9" x 12".
5. Student will select a fish to draw from available photos, etc.
6. Student will begin to draw their fish as large as they can on foldedpaper.
7. Student will cut out fish so that there are two identical fish, bothsides of paper.
8. Student will staple fish pieces around the edges, leaving 2-3 inchesfor stuffing.
9. Student will draw in details with pencil on both sides of fish.
10. Student will paint fish, first one side, let dry, then the other.
11. Student will stuff fish with newspaper and staple hole shut.
12. Student will staple yarn to top of fish so that it can be hung up.
Evaluation:
1. Is fish realistic?
2. Are there enough details?
3. Craftsmanship?
4. Overall design?
Skills: knowledge of types of fish and bodies of water, fine motor, followingdirections, critical thinking
Vocabulary: names of types of fish, wetlands, oceans, riparian
Lesson V - Wetland Mural on Paper
Objective: Students will design and create a mural on paper depicting awetland and the lifeforms or ecosystem that it supports.
Materials:
-sheet of 3' x 12' paper
-pencils
-crayons
-markers
-reference materials
-books
-charts about wetlands
Procedure:
1. Teacher will display posters and charts depicting wetland communitiesand elicit class discussion.
2. Teacher will explain the process of creating a mural, which is a largegroup drawing that works as a whole, not in separate parts.
3. Students will begin to draw the large forms of a wetland onto paper,using pencil.
4. Students will draw trees, plants, sun, animals, fish, insects on posterusing reference materials for accuracy.
5. Students will add color and detail to mural using crayons, markers, coloredpencils.
6. Students will use pencil and label plants and animals in the wetlandmural.
7. Teacher will display mural and conduct class discussion about ecosystemof wetlands, what make it unique and valuable.
Evaluation:
1. Does mural have visual depth or is it flat?
2. Are images accurate and appropriate?
3. Is craftsmanship consistent?
4. Does it hold together as a mural?
5. Are labels correct?
Skills: knowledge of wetlands and its lifeforms, fine and gross motor, cooperativelearning, plant and animal identification, critical thinking, drawing anddesign
Vocabulary: mural, ecosystem, wetlands, consumers, producers, decomposers,many types of plants and animals