Chey Bristow

Title:  Insect Symmetry

Subject Area & Grade Level: Math & Art - 4th Grade
Approximate time/length of lesson: 60 minutes.
Unit: Insects.
State Content Standards:
4.MP.4 Model with mathematics.
4.MP.5 Use appropriate tools strategically.
4.MP.6 Attend to precision.
4.MP.7 Look for and make use of structure.
4.MP.8 Look for and express regularity in repeated reasoning.
4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or
perpendicular lines, or the presence or absence of angles of a specified size. Recognize right
triangles as a category, and identify right triangles.
4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such
that the figure can be folded along the line into matching parts. Identify line-symmetric figures
and draw lines of symmetry.
VA.1.CR1.4 2. Imagine and articulate numerous approaches for composition.
VA.2.CR2.4 1.Explore art-making techniques and approaches that reflect consideration to form
and structure (i.e. organizational principles and expressive features).
Objectives:
Students will be able to demonstrate their understanding of symmetry through an art project
creating insects.
Students will be able to identify and orally communicate which type of insect they chose and
why.
Art Concepts & Techniques:  Two-dimensional paper and colored pencil and/or crayons and/or
markers.
Multiple Intelligences employed: Visual/Spatial, Bodily-Kinesthetic, Interpersonal,
Intrapersonal, Linguistic, Logical/Mathematical
Materials & Tools:  
Paper or tracing paper, pencils, markers, colored pencils or pens (optional).
Pre-Lesson Preprepations:
1. Gather materials
2. Clear a space to work.
3. Research different types of insects and choose one.
4. Pick either markers, colored pencils, or crayons.
Anticipatory set: A presentation demonstrating the different types of insects.
Input: The inspiration for this lesson is art, mathematical elements, and insects. Students will
learn about different insect types while demonstrating their ability to use symmetry to create art.
Behavior expectations: Students will work collaboratively to research certain insects and
choose one to their liking. Students will then work individually to create their artwork and make
their insects look realistic.
Model: Photos of different types of insects will be displayed for students to choose.
Guided practice: Students will be shown step-by-step directions before and during the lesson.
Check for understanding: Ensure all students understand what is expected of them and
implement any accommodations or modifications at this time.
Modifications/Adaptations: Allow for more time if needed.
Procedure (art project only):
1. Use a regular piece of paper.
2. Fold in half lengthwise.
3. Using the folded line as the center, trace out the profile shape of an insect. Allow students to
choose their own style using reference materials.
4. Cut out the design (optional) and unfold the paper. You should have a nice symmetrical insect.
5. Begin coloring your insect to match the realistic representation of the insect you chose.
6. Have your students then add some details to the main design using a marker of the color
necessary to match a realistic representation.
Closing activity: Invite students up in groups with matching insects to the front of the class to
display their artwork for the class.
Detailed Procedure (entire lesson):
Open: 15 Minutes

 Gain the students’ attention.

 State the lesson's objectives and why they are important.
 Share critical attributes, present vocabulary, and give examples.

“How does Math work in Art?”

 Show students examples of insects.

 Model for students the art project they will be completing.

Body: 60-90 minutes

 Place students into predetermined groups and allow them to use classroom
resources (books, computers, etc) to research insects.
 Once all students are finished with their research (or have enough information),
begin modeling the art project.
 Model for students step-by-step directions and ensure they understand behavior
expectations, the art project procedure, and expectations.
 Allow students to begin their individual projects.

Use the praise-prompt-leave strategy while making observations for assessment.

Close: 15-30 minutes

 Invite students (individually or in groups) to present their artwork and speak

about the insect they chose.

Curricular Connection: This activity can be used for multiple topics including biology.
Blooms Taxonomy/Critical Thinking Skills used:  
Knowledge: name, recall, relate, repeat, state, tell
Comprehension: describe, discuss, explain, identify, recognize, restate, tell
Application: apply, complete, construct, demonstrate, dramatize, employ, illustrate,
sketch
Analysis: Analyze, categorize, diagram, distinguish, experiment, question
 Synthesis: arrange, assemble, combine, construct, create, design, devise, formulate,
organize, plan, prepare, propose, setup
Evaluation: choose, conclude, evaluate, interpret, judge, select, support
Resources: https://creativeclassroomcore.com/wednesday-wander-4-symmetrical-
bugs/

Procedure in pictures:

Begin by folding your paper in half.

Use a pencil to create the outline of your insect.

Complete the outline of your insect.

Go over the outline of your insect with a marker.

Color in the details of your insect.

Fold in half to see your insect match on either side!