Tami Sharp

Color Stick Cut Shapes

General Information: Title, Subject, Student Age, Time of Lesson, and Description
Title: Color Stick Cut Shapes

Subject: Element of Art, Shape, Mathematics (Geometry)

Student Age: Kinder

Time for Lesson: 45 mins, 1 week

Description of Lesson: This lesson plan focuses on introducing the element of art, Shape, to
students. Following an introduction to shape, Students will work in groups together to refine
their fine motor skills by cutting different colors of shapes. They will then glue them to a paper
and trace/outline those shapes with color sticks. The outlining of the shapes in color sticks will
not only be another fine motor skill practice for the students, but it will also help guide the
students in learning to how to draw shapes freehand. Students will explore/ponder how shapes
are made, and where we might see them outside this art classroom.

National Art Core Standards

Kinder: Creating
Anchor Standard 2: Organize and develop artistic ideas and work
Through experimentation, build skills in various media and approaches to artmaking.

Anchor Standard 3: Refine and complete artistic work.

Explain the process of making art while creating.

Learning Objectives
Objectives:
1. SWBAT… identify 3 shape names.
2. SWBAT… identify 1 organic shape.
3. SWBAT… identify 2 geometric shapes.

Student Goals:
1. I can identify 3 shape names.
2. I can identify 1 organic shape.
3. I can identify 2 geometric shapes.

Lesson Preparation
Class Demographics & Special Equipment & Materials Environmental
Considerations Needed Considerations

15-20 students 3-4 baskets of assorted color Students are assigned seating
sticks at 3 tables.
3-4 blue trays
Some student may have prior
knowledge of some shapes
from Pre-K or home, but some
students may need scaffolding
in learning this fundamental
element of art.
Lesson Procedure
Essential Questions, Problems, Parameters, and Supporting Info
(20) assorted colored 2 options of background paper
background paper will be on my desk.
(20) pencils Materials are pre-distributed
(20) scissors amongst the tables in the
interest of time.
(20) Glue sticks
Promethean for Demo
Any books about shapes.
Student Considerations

Essential Questions:
What are shapes? How are shapes made? EBS: Nurture Metacognition
Where do we see shapes in nature?
Can we put shapes together to make new shapes?

Problems and Parameters:

Student may struggle with cutting shapes. That’s perfectly okay! EBS Plenty of Practice
I want them to practice as much as needed to learn how to cut
and refine those motor skills.
Same with using the color sticks! I’m confident students can
practice and make the effort to cut shapes and trace them to
the best of their abilities.

Supporting Information:
Book- Round Is a Tortilla: A Book of Shapes, by Roseanne Thong
Book- Perfect Square, by Michael Hall

Vocabulary
Shape (forma)
Geometric (geometrica)
Organic (organica)

EBS Showing new

information in graphical
ways.
Instruction, Guided/Independent Practice, and Closure (45 mins) Student Considerations
INTRO 5 mins
MAKING CONNECTIONS: Last week we learned about lines.
Use Promethean to show students how shapes are made. EBS: Nurture Metacognition
Q: “Who remembers some of the lines we learned about these
last two weeks?... Shapes are made when lines are put
together”

Ask students about their prior knowledge of shapes to gage

what we know as a class. EBS: Show and Tell
Q: Today we are going to learn about shape. What shapes might
we know about?
R: Circle, triangle, star, heart, etc.
Discuss Geometric and Organic Shapes EBS: Summarize New
Learning in a graphical way
Refer to essential questions.
Have the students ponder about where them might see shapes? EBS: Questions to Check For
In the classroom? Outside? In Nature? On their clothes? Understanding

ACTIVITY 5 mins (optional)

Read a book using promethean.
Round Is a Tortilla: A Book of Shapes, by Roseanne Thong
As you read, have the students follow along by making shapes
with their hands or drawing them in the air.
OR
Perfect Square, by Michael Hall

DEMO 10 mins
Students will follow along with demo in steps EBS: Questioning to Check
Check for Understanding of steps as needed. for understanding as needed
STEP 1: Have students select a shapes paper from their table EBS: Plenty of Practice
and use scissors to start cutting out shapes and depositing them
in the middle of their tables blue tray. They are working EBS Working together in
together to have a variety of sharable shapes to choose from. productive ways
STEP 2: Have quiet tables who are ready to start, scissors puts
away, trash thrown away, come and pick the color of the
background paper (table by table) from desk.
STEP 3: Write name on paper.
STEP 4: Have students select 5 different shapes they want from
the blue tray. They will start gluing these shapes to their
background paper wherever they want.
STEP 5: Show students how to use color sticks to trace around
their shapes and inside them. Students will only be allowed to
use the pastels when their glue stick is put away.
GUIDED/ INDEPENDANT PRACTICE 15 mins
Students will now have time to work independently or raise
their hand for individual one on one instruction or clarifications. EBS: Plenty of Practice
Students might want to make sure they are tracing their shapes EBS: Provide our students
correctly. with feedback

CLEAN UP 5 mins
(Students are assigned task based on their color of chair and
task board) EBS Productive Group work
Have students first put away pastels and scissors.
Have one student collect the art pieces from their own table
and bring to teacher.
Have students collect any pieces of paper on floor and table to
throw away (countdown if necessary 10...9..8..7..etc.)

CLOSURE 5 mins
Q: what element of art did we learn about today?
R: Shapes EBS Nurture Metacognition
Q: who can tell me the name of a shape they learned about? EBS Check for Understanding
R: Circle, Square, Triangle, etc.
Q: Do you know if its geometric or organic? How do we know?
R: Geometric shapes have math names; Organic shapes are
made up blobs or found in nature.
*(R) responses are the answers I’m typically looking for, but not
necessarily what the student will say.

“I hope when your outside of art today, you can look around
and see what things are made up of shapes maybe in your class,
at home or outside. Thanks for creating shapes with me today”

Table by table, have students line up to go.

Formative and Summative Assessment

Formative:
 From observation, Students are using their time wisely, working toward their goals and using
materials correctly.
 The whole class will receive daily effort/participation points for the whole class, as well as a
report for their teacher.

Summative:
 Refer to Rubric Below
1. Elements of Art development
2. Craftsmanship/ Materials
 3. Effort
 Work shows students were able to draw shapes by using the glued shapes as guides.
 Students can verbally name some shapes.

Differentiation /Modifications/ Accommodations

Accommodation:
Class adaption- Pre drawn shapes have been printed from student to cut out.
Directions-written steps/ examples posted on board
Language- Directions in English, Spanish words integrated.

Differentiation:
Demonstration for visual learners
Directions on board for visual learners.
Group activity involving table team work in cutting shapes.
One on one coaching as the process begins for students who need individual instruction and
guide learning.

Modification:
Time: students that need more time to finish artwork will be allowed more time.

Post-Teaching Reflection

Did the students do well with the scissors?

How can I adjust of time in this lesson when cutting out shapes?
Were the students able to gasp the difference between geometric and organic?
Was the book beneficial in them learning about shapes?
How did the student react to working together to cut shapes?
 Rubric for Color Stick Cut Shapes Score: ___/12pts
Objectives:
1. SWBAT… identify 3 shapes.
2. SWBAT… identify 1 organic shape.
3. SWBAT… identify 2 geometric shapes.

2 3 4
1
(kind of grasped (understands (Goes Above and Beyond
(Needs Guidance)
concepts) concepts) in concepts)
Student did not Student struggles in Student can identify Student excels in their
show evidence of differentiating 3 different types of understanding of shape and
cutting and drawing between geometric shapes and can tell can identify more than 3
Elements of
shapes. They cannot and organic shapes the me which is types of shapes. Student
Art
identify what and has cut/ drawn geometric, and has a strong sense of the
Development
differentiates less than 3 shapes. which are organic. difference between
geometric and geometric and organic
organic shapes. shapes.
Student did not use Student investigated Students Student has really elevated
any materials, and and used few demonstrated in material investigation
there is no evidence materials. Project is appropriate use of and has found creative and
Craftsmanship
of a project. incomplete. materials and project appropriate ways to use
Materials
is complete. materials. creating an
overall unique completed
project.
Student shows very Student was Student made the Student was zealous in
little of evidence of reluctant to make the effort to plan and effort and worked diligently
Effort
work and did not effort to participate participate in all throughout the activities,
(refer to
make the effort to in activities. activities. Their effort planning and engaging
Effort Rubric)
participate in has paid off. themselves fully.
activities.

Students Name: Teacher Class:

Teacher Feedback/Comments:
Teacher Exemplar

Student Exemplars