Activity Introduction

Quick summary: Students explore the plants in the school yard, focusing on leaf variation. They begin by creating a word cloud of terms relating to plants, and think about why we need plants. Students are then asked to observe a range of different plant materials (such as bark, twigs, seeds, etc.) and then focus specifically on leaves and the variety of leaf veins (venation). They will then participate in an observational drawing activity to represent a range of different types of leaves, and finally will share their favourite drawing with the class. 

Faber-Castell has long understood the importance of creativity to all people, especially to young people. It is also continuously searching for environmentally friendly processes and high-quality materials to enhance children’s creative experience throughout every development phase. For more information about Faber-Castell, click here.

 

Learning intentions:

  • Students understand that there are a great variety of plants and leaves.
  • Students understand why plants are important.
  • Students practise and develop observational drawing skills and are able to select the techniques that are best suited to different subjects.

21st century skills:

Australian Curriculum Mapping

Content descriptions: 

Year 3 & 4 Visual Arts

  • Use materials, techniques and processes to explore visual conventions when making artworks (ACAVAM111)
  • Present artworks and describe how they have used visual conventions to represent their ideas (ACAVAM112)

Year 3 Science

  • Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044)

Year 4 Science

  • Living things depend on each other and the environment to survive (ACSSU073)

Syllabus outcomes: VAS2.1, VAS2.2, ST2-10LW, ST2-11LW.

General capabilities: Critical and creative thinking.

Cross-curriculum priority: Sustainability OI.2.

Relevant parts of Year 3 & 4 Visual Arts achievement standards: Students discuss how they and others organise the elements and processes in artworks. They plan and make artworks that communicate ideas.

Relevant parts of Year 3 Science achievement standards: Students group living things based on observable features and distinguish them from non-living things. 

Relevant parts of Year 4 Science achievement standards: Students describe relationships that assist the survival of living things.

Topic: Sustainability.

Unit of work: Creative Sustainability – Year 3 & 4.

Time required: 60 mins.

Level of teacher scaffolding: Medium – facilitate discussions, lead students in game and outdoor observation, oversee cartoon creation.

Resources required: Student Worksheets – one copy per student. Device capable of presenting a video to the class. Clipboards with paper and graphite pencils for each student. Coloured pencils or marker pens, such as Connector pens. Leaf Venation FactsheetColouring Techniques Handout. Parts of a PlantLeaf Drawing Examples.

Keywords: Plants, leaves, observational drawing, school yard.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

Teacher preparation

Learning intentions:

  • Students understand that there are a great variety of plants and leaves.
  • Students understand why plants are important.
  • Students practise and develop observational drawing skills and are able to select the techniques that are best suited to different subjects.

Success criteria:

  • Students can name the parts of a plant.
  • Students describe what leaf venation is.
  • Students give a reason for why plants are important.
  • Students use a range of colour pencil or pen drawing and colouring techniques.
  • Students use the observation technique to draw a picture of a plant.

Teacher content information: Sustainability describes the ability to keep going at the same rate and in the same (or better) condition as before. In order for our world to be able to sustain us, as well as the generations to come, we need to change. It’s time to think differently – and more creatively – about sustainability and the future of our planet.

Creativity an

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Student Worksheet

Thought starter: Do you have a favourite plant?

Reflection

Work independently to answer the following questions:

What was the best part of this lesson?
What was hardest for me in this lesson?
What did I do to overcome this challenge?
What did I learn about plants by observing and drawing them?
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