Group Title: Environmental teaching plans
Title: Nature frame-ups
ALL VOLUMES CITATION PDF VIEWER THUMBNAILS PAGE IMAGE ZOOMABLE
Full Citation
STANDARD VIEW MARC VIEW
Permanent Link: http://ufdc.ufl.edu/CA01300920/00011
 Material Information
Title: Nature frame-ups
Series Title: Environmental teaching plans
Physical Description: Archival
Language: English
Creator: St. Croix Environmental Education Team
Publisher: Division of Fish and Wildlife
Place of Publication: Frederiksted, VI
 Record Information
Bibliographic ID: CA01300920
Volume ID: VID00011
Source Institution: University of the Virgin Islands
Holding Location: University of the Virgin Islands
Rights Management: All rights reserved by the source institution and holding location.

Downloads

This item has the following downloads:

00011NatureFrameUps ( PDF )


Full Text





ET A LOCAL WAY OF LEARNING


Title: NATURE FRAME-UPS
Author: Ruth Emery, Eulalie R. Rivera
Grade Level: K-2

Concepts: Disciplines:
6. Resources 1. Language Arts
12. Stewardship 2. Social Studies
3. Science
4. Art
5. Mathematics
Objective:
The students will become more sensitive to color, line, texture, and size and shape in nature as
a result of looking closely, handling and arranging the items that they select for their nature
frame up.

Rationale:
While the final product in this task is highly decorative and individually designed, the process
involved in planning it and putting it together encompasses not only perceptual and designing
episodes, but mathematics, science, and language arts experiences. Students learn about the
natural objects they have collected.

Materials Needed:
Assorted natural objects, which can be collected by each individual child. Seed pods, feathers,
shells, beans, pieces of old Danish pottery collected from the sea shore, driftwood, dried
flowers, leaves, sticks, small rough or polished pebbles, sea glass. Each student will need a
small piece of ply board, pressboard, or cardboard to use as a frame for backing. Bottle of
white glue.

Directions/Activity:
Students can participate in several nature walks at school, or bring in items found outside from
around their home, or participate in a class field trip to acquire bits of natural matter. After
acquiring these natural objects, the students can identify their own collections.

Students may contribute to a class discussion with regard to their findings. Some sample
questions could include:
a. Name each object you have in your collection.
b. Where did you find each object? (Seashore, cane field, roadside, etc.)
c. Can you group (classify) your object according to:
... shape?
... color?
... texture?
... size?
... similarity of object (shells, rocks, feathers, pottery, etc.)?
d. What is beautiful or especially interesting about these natural objects?











After discussing the objects, the students may mount them on their ply board, pressboard, or
cardboard bases creating individual nature scenes.

Example:


L / Blades of grass








Cardboard
Base






Evaluation:

Students may display and explain their pictures to the rest of the class having found new beauty
in nature by framing a few of its many forms. Some children may write poems about the items
that they have used for their frame-ups.

Teacher Reference:

Adapted from Early Childhood Art; by Barbara Herberholz, William C. Brown Publishers,
Dubuque, Iowa, 1974




University of Florida Home Page
© 2004 - 2010 University of Florida George A. Smathers Libraries.
All rights reserved.

Acceptable Use, Copyright, and Disclaimer Statement
Last updated October 10, 2010 - - mvs