Lesson Plan: Chalk and Clay Badlands Sculpture

Unit: Sculpture
Grade 4 Time: 2x 45 minute classes Date:
Focus: During this lesson we will use reduction and other techniques on clay and
chalk as a vehicle to explore and represent change over time in the features of the
Alberta badlands.

Specific Learner Outcomes: Intended Learning outcome:

Art –
Cmp 1 D. Environments are altered by -Students will represent the effects of

natural forces. weather on the land, tooling materials to

Cmp 2 C. Materials should be used show those effects.

-Students will discuss what materials
honestly.
might be appropriate for this project
based on the instructors rationale, and
Cmp 10 iii d - Continue exploring the
justify their responses.
modelling possibilities of clay beyond Level
-Students will use different tools to
One— techniques such as wedging, welding,
making of slabs by rolling, throwing, create different effects and write in their
paddling, impressing with objects, decorating notebooks to explain how what choices
with coils, pellets, extruded clay, firing, they made and how those tools
glazing. represent natural forces.
Cross curricular tie to Social Studies
4.1 Students will demonstrate an
understanding and appreciation of how
elements of physical geography, climate,
geology and paleontology are integral to
the landscapes and environment of
Alberta.

Resources: - Day 1 (chalk) Day 2 (clay)

14 newspaper dropcloths/pairs of safety 14 5x5 squares of plywood
glasses 14 pieces of clay
14 pieces of chalk
Enough tools for the whole class (30 to
produce different textures, including
blocks and sandpaper)
Slideshow
Exemplar of finished landscape tile
Classroom set up in a pod formation 3-4
students per group, pods sidewise to
smartboard.
Egg timer (60 minutes) and a magic
marker
Students will bring
notebooks/sketchbooks to class
First Lesson Introduction: (5-7 minutes)
Teacher Will:
• Review landforms discussed in Social
Studies class, using a Smartboard
presentation including photographs of
the badlands.
• Ask students
o What forces act on the land we
studied?
Body of Lesson: (30-35 minutes)
• Introduce the project and how we
could use these tools to create the
effects and assessment. Self marked
+/- 1 or we conference.
• Explain that the final project will be
collaborative, in that students will
arrange their pieces in relation to
those of their classmates as they
finish.
• Explain that they will only have 25
minutes to complete the chalk portion
of their assignment (set the bell), this
is a quick, one class project.
• Explain that their exit pass will be a
list of 3 or more tools they chose to
create effects, and how those might
represent natural forces.
• Explain the rules for safety and
Students will:
o View slides and use personal
experience and observation to
note forces that act on the
land including erosion due to
wind, water, heat and cold,
gravity over time, geothermal,
glacial.
Students will:
o Understand what is expected
of them and how they will be
assessed.
o Students will understand the
scope and sequence of events
during the class.
o Students will understand
expectations as far as
extended thought and
significance.
o Students will begin work with
an awareness of expectations
procedures for keeping clean
 cleanness
o Don’t breath in or blow the
chalk dust
o Wear safety glasses provided.
• Distribute materials, having pods that
are ready come up to get theirs.
• Allow the students to begin,
explaining that you will come around
to help if they put up their hands.
Proceed to observe, commenting on
work and asking about choices in
relation to natural forces, to get them
thinking about it. Mark initials on
projects with a magic marker.
• When the bell rings warn students
they have one minute to finish up
their projects and bring them to the
front. Then they can complete their
exit slips, and store materials to
continue tomorrow.
• Ask students to clean up their work
areas, wrapping their chalk sculpture
up to store it.
Conclusion of Lesson: (5-7 minutes of class)
Teacher Will:
• Have students complete their exit
slip, (requirements on the smart
board.)
and safe.
o Students will prepare their
spaces, quiet down and go get
materials when called on.
o Students will complete the
project with thought to how
the tools they use represent
natural forces.
o Students will clean up their
work areas, recycling where
appropriate.
o Students will complete
projects and store them
carefully
Students will:
o Note what tools they chose
and justify their answers.

Second Lesson Introduction: (5 minutes)

Teacher Will: Students will:
• Review landforms discussed in Social o View slides
Studies class, using a smartboard
presentation including photographs of
the badlands.
• Ask students o Use personal experience and
o what materials is this region observation to note native
made up of? materials.
o Would clay be a relevant choice o Answer and justify.
for materials? Would chalk? Why?

Body of Lesson: (30 minutes)

Teacher Will:
• Review the exemplar, and a short
PowerPoint that describes how it was
made.
• Explain that the final project will be
collaborative, in that students will
arrange their pieces in relation to
those of their classmates as they
finish.
• Explain that they will only have 25
minutes to complete the clay portion
of their assignment (set the bell), this
is a quick, one class project, and that
their exit pass will be a list of 3
materials they’d like to add if they
were to elaborate on their projects.
• Explain the rules for safety and
cleanness
o Don’t breath in or blow the
chalk dust
o Only wipe your hands on the
paper towels.
o Please be careful adding water
only in tiny amounts to keep your
workspace clean. (use the brush,
don’t pour)
• Distribute materials, having pods that
are ready come up to get theirs.
• Allow the students to begin,
explaining that you will come around
to help if they put up their hands.
Proceed to observe, commenting on
work and asking about choices in
relation to form and materials, to get
them thinking about it. Mark names
on tiles in magic marker.
• When the bell rings warn students
they have one minute to finish up
their projects and bring them to the
front. Remind them to complete their
exit slips as they leave.
• Ask students to clean up their work
areas, then bring their tile and add it
Students will:
o Understand what is expected
of them and how they will be
assessed.
o Students will understand the
scope and sequence of events
during the class.
o Students will understand
expectations as far as
extended thought and
significance.
o Students will begin work with
an awareness of expectations
procedures for keeping clean.
o Students will prepare their
spaces, quiet down and go get
materials when called on.
o Students will complete the
project with thought to
appropriate materials for
further elaboration.
o Students will complete
projects and add them to the
class sculpture.
o Students will clean up their
work areas, recycling where
appropriate.
 to the project.

Conclusion of Lesson: (5 minutes)

Teacher Will: Students will:
• Have students complete their exit o Note further appropriate materials
slip, showing the requirements on and justify their answers.
the smart board.
• Take a photograph of the finished
project.

Comment/Notes: If a display case is available, this project could be put outside the
classroom for the school to see, with a simple note explaining the project and class
that did it. In any event, a digital picture can be emailed to the class.

Extensions/Differentiation:
For students with special needs and/or sight issues, tactile objects like sandstone
and/or stratified soil samples can be brought in to allow them and idea of the
landforms.
As this is a collaborative project, groups could be formed around special needs
learners, to help them with hands on work as appropriate, with consideration to
their IPP goals and social interaction. An assistant can be instructed to oversee this.
Pairing a student with special needs with one who is advanced might be a good
approach here, depending on character and social circumstances and allowing the
project to be extended for extra credit in social studies, or as a replacement for a
below level task. Privilege/responsibility is a good pairing.
For students with cognitive development issues, writing projects might be replaced
with choice from a variety of photographs or materials, as appropriate.

Assessment: See attached rubric.

Reflections: