The tuna life cycle

The tuna's life cycle

by Tu, Marg & Max

Resources

Assessment

Achievement Objective

Success Criteria

Evaluation

WALT & Learning Intentions

Investigate and develop visual ideas in response to a variety of motivations, observation, and imagination.

Lesson Plan

Follow Up

(We know we have achieved this when)

We understand how to make an art piece using the Matisse Art Method;

We have created an art piece representing the life cycle of the Tuna;

We are able to share about our Art piece with at least two other people in the class. (Peer assessment)

Teacher Aide.

Variety of Coloured paper. Red, light blue, yellow, orange, green, pink. (Alternative: old magazines).

Pencil and eraser.

Ruler.

A3 size paper.

A4 size paper for drawing the sloppy copy of the Tuna.

Black paint.

Containers for paint, storing, and cleaning brushes.

Children need an old shirt or Apron for painting.

Cloths for wiping their hands.

Cover or old newspaper to put over the painting table and/or the drying area for the art.

Area to leave the Art to dry

The success criteria checklist is covered and our art piece reflects the life cycle of the tuna and we have completed the evaluation activity.

We are able to share how our picture (the lifecycle of the tuna) with 2 other people.

WALT (We are learning to): Create a picture of the life cycle of the Tuna, using the Matisse Art method.

Develop visual ideas in response to a variety of motivations, centered around the life cycle of the Tuna, using imagination, and observation supported by the study of artists’ works.

Key Competencies:

Using language, symbols and text - talking about the tuna, the shapes represent the life cycle of the tuna

Thinking - thinking about what the tuna looks like, thinking about the size of shapes

Participating and contributing - Participating in the art lesson

and discussions pertaining to the tuna, contributing their artwork and displaying it on the wall

Managing Self - Completing the task, being respectful and responsible with equipment, cleaning up of areas, being respectful of peers work and not being disruptive

Level and Year: Level 2, Year 4/5

Duration: 1/2 a day

Topic: The Tuna's life cycle

Learning Area: The Arts

Strand: Visual Arts, Developing Ideas

Discussion with children about hazards, pollution and other threats to the tuna. Guest speaker to come and talk about trap and transfer programme and ways children can help to save tuna from becoming extinct.

Putaiao links

Evaluation: What learning occurred (what went well?), how could I improve my practice? (What changes could be made) Where to from here?

Students will self-assess their learning by using visual cues to answer the questions on powerpoint.

Ask students to be honest. The assessment is for the teacher to understand what the class has learned, to assess their performance, and help the teacher to evaluate their teaching.

-each student is given 3 coloured markers (green, yellow, and red).

- Once a question is asked, each student holds up one of the markers to indicate their understanding of the question.

Take photos of the class holding up their markers after each question until finished as a quick visual of where the class is at, and whether they/the teacher achieved the objectives.

Add information to student portfolios.

Questions

Did you know anything about this type of art piece before we started?

Do you know how to do a Matisse art piece now?

Did you understand what the art piece was trying to show?

Were the explanations of what is required easy to understand?

Did the teacher give you enough time to complete the art piece?

Did you enjoy making the Matisse art piece?

Would you like to do it again if given the opportunity?

Teaching Steps

References

Living World

Life processes

Recognise that all living things have certain requirements so they can stay alive

Children will learn about the habitat of the tuna. Where do tuna live? Why?

Anatomy of tuna in simple terms, what are the differences between long fin and shortfin eels?

What defense mechanisms do tuna have to protect themselves from predators?

Ministry of Education. (1996). The New Zealand Curriculum. Wellington, New Zealand: Learning Media Limited.

Henri Matisse - The Snail

The Awesome Arts, (September 3, 2011). 2nd - 4th grade Make a Matisse:

Portraits [Video file]. Retrieved from https://www.youtube.com/watchv=azjm5QAKDS0

Sterritt, V. (2005). Toi Matarau 2: Teaching Visual Art In Aotearoa. Palmerston North, New Zealand: Pukeko Press.

Ending

When they are happy take their Art piece, go over to the painting table and paint the pencil outline of the Tuna black.

When they have completed painting their Tuna onto the Art piece they need to take their Art piece to the drying area.

Whole class to clear away rubbish, cleanup the paint station area and clean paintbrushes

Pangarau Links

Middle

Children to return to desks, hand out A3 paper

Instruct children to:

Divide their A3 size paper into thirds.

Hand out varieties of coloured paper, instruct children to

Cut 3 sizes of shapes: small, medium and large. Explain that the shapes are symbols of the tuna as it goes through it’s life cycle. For example: Small shapes represent elvers.

Hauora Links

Beginning

Children to come to mat and view video clip on the Matisse Art Method.

Questions:

How can we make the shapes that we cut out show the lifecycle of the Tuna?

How can we represent the survival rate of the Tuna from the time they are born until they reach adulthood?

How we can we draw the tuna so that it shows it is growing?

Why do we draw a sloppy copy of our tuna before we put it on our Art piece?

Middle #2

Once they have cut out their shapes, glue them onto their A3 piece of paper make sure they are glued down properly. wipe away excess glue with cloths provided.

Take their Art piece of paper to the drying area and leave it to dry

Hand out A4 pieces of paper and instruct children to

Draw a practice copy of the Tuna on the piece of A4 paper.

Explain to children that when they are happy with their Tuna they may retrieve their Art piece and then

Use a pencil to draw the outline of the Tuna on the Art piece.

Geometry

Shape

Sort objects by their appearance

Children will be sorting their shapes for their art piece by size

Children will be working on recognising the shape of tuna

Statistics

Statistical literacy

Interpret statements made by others from statistical investigations and probability activities

Share a reading with children about how far the tuna migrate - discussion: how many of the tuna will survive the journey to lay their eggs? How many of the elvers will survive the trip back to New Zealand?

Measurement

Order and compare objects by length and mass

Comparing the size and mass of tuna as they go through their life cycle

Children will be working towards putting their shapes on to their art piece to mimic the size of the tuna as they go through their life cycle

Position and orientation

Trace the journey of the tuna as it leaves New Zealand to breed, how far does it travel?

Children will do an investigation into the laws of fishing tuna - is there a limit to how many you can fish? Is there a size restriction? Is there any times when you cannot fish for tuna? Why are there laws in place?

Healthy Communities and Environments

Rights, responsibilities,laws; people and the environment

Contribute to and use simple guidelines and practices that promote physically and socially healthy local environments

Children will look at hazards, pollution and other threats to the habitat of tuna. What kind of hazards do the tuna face? What kind of effect will pollution in water have on the tuna? What can we do to minimise perceived threats? Why do we want to save the tuna?