Students begin the lesson by discussing the seasons, including the sequence of the seasons and the different features of each season. They then choose a place in nature that is special and familiar to them and create a picture of this place during their favourite season. Students share their work with the class, and consider ways that we can all help to look after our favourite places in nature.
- understand that there are different seasons and that each season has particular features that will affect natural places in different ways
- Students recognise that they have favourite places in nature and that these places need to be looked after.
- describe what the seasons are
- explain why and how to look after different places in our environment
- create an artwork.
Lesson guides and printables
Australian Curriculum content descriptions:
- Daily and seasonal changes in our environment affect everyday life (ACSSU004).
Year 1 Science:
- Observable changes occur in the sky and landscape (ACSSU019).
Year 2 Science:
- Earth’s resources are used in a variety of ways (ACSSU032).
Foundation to Year 2 Visual Arts:
- Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists (ACAVAM106).
- Use and experiment with different materials, techniques, technologies and processes to make artworks (ACAVAM107).
- Create and display artworks to communicate ideas to an audience (ACAVAM108).
General capabilities: Critical and creative thinking.
Cross-curriculum priority: Sustainability OI.1.
Relevant parts of Foundation Science achievement standards: Students describe the properties and behaviour of familiar objects. They suggest how the environment affects them and other living things.
Relevant parts of Year 1 Science achievement standards: Students describe events that they encounter in their everyday lives, and the changes in their local environment.
Relevant parts of Year 2 Science achievement standards: Students identify that certain materials and resources have different uses.
Relevant parts of Foundation to Year 2 Visual Arts achievement standards: Students describe artworks they make and view and where and why artworks are made and presented. They make artworks in different forms to express their ideas, observations and imagination, using different techniques and processes.
Unit of work: Creative Sustainability – Foundation to Year 2.
Time required: 60 minutes.
Level of teacher scaffolding: High – Lead students in discussion and guide students in observational drawing activity.
- A range of art tools such as Grasp Crayons, Jumbo Colour Pencils, Connector Paint Box, Jumbo Wax Crayons, Jumbo Connector Pens and enough paper for each student
- Art in different seasons flashcards
This lesson is designed to build students’ competencies in the following skills:
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.