Seasonal Tree Sketching

Overview

Lesson 2 of 3 builds on students’ earlier planning for a “Seasons in Art” layout. Today, students practise careful observation and drawing by sketching tree outlines in each seasonal section, then adding seasonal features (leaves or flowers) using a simple layered approach.

Learning intentions and Success criteria

• WALT describe how trees change across seasons using simple visual features (leaf/no leaf, blossom, colour, shape).

  • I can add at least two seasonal features (e.g., blossom or leaf clusters) that fit my season.

• WALT sketch accurate tree outlines and trunk/branch patterns in each season’s section.

  • I can draw a clear tree outline with trunk and branch structure in each seasonal section.

• WALT use seasonal details (flowers/leaves) that match the chosen palette for each season.

  • I can make my drawing look organised and placed neatly inside each season’s box.

• WALT practise drawing techniques for layering (light guide lines first, then darker lines and details).

  • I can use a layering process: faint pencil sketch first, then clearer lines and details.

Curriculum links

• Art: Students explore and use drawing and observation to develop ideas and represent subject matter.
• Art: Students use visual art elements and principles (line, shape, colour, pattern; emphasis and organisation) to create meaning and communicate seasonal change.
• Key competencies:
• Thinking (making choices about how trees change)
• Relating to others (sharing feedback and using class criteria)
• Self-management (managing time for multiple seasonal sections)

Lesson structure (45 minutes)

1. 0–5 min · Starter observation. Teacher shows 4 simple images or drawings of the same tree across seasons and asks: “What stays the same, and what changes?” Students turn-and-talk, then share one “stays/switches” idea.

2. 5–12 min · Mini demonstration (tree anatomy + seasonal features). Teacher demonstrates using one tree shape: sketch trunk first, then main branches, then smaller branches, and finally seasonal features (leaves or blossoms) using clusters not single leaves. Students watch and note two techniques they will use (e.g., “clusters” and “layering”).

3. 12–30 min · Main task: outline sketches in each season. Teacher checks that each student has their paper divided into seasonal sections and that they start with a light pencil guide. Students sketch the same tree in all four sections, adjusting only the seasonal parts (e.g., bare branches for winter, rounded leaf canopy for summer). Teacher circulates using prompts: “Where is the trunk in each panel?” “What has changed about the branches?”

4. 30–37 min · Add seasonal detail with palette match. Teacher reminds students to add features that match the season and their planned palette (flowers/leaves colour choices can be suggested with pencils/crayons). Students add seasonal flowers or leaf clusters to each section, leaving some space so the tree outline still shows through.

5. 37–43 min · Quick peer feedback using class criteria. Teacher models one kind, specific comment using sentence starters: “I can see…” “One thing to improve is…” Students exchange with a partner and give feedback focused on outline clarity and seasonal feature fit.

6. 43–45 min · Exit ticket: self-check. Students complete a one-sentence reflection: “In my tree sketches, I used layering by…” and “My best seasonal feature is…” Teacher collects quickly to guide tomorrow’s next steps (finalising and adding colour/finishing).

Resources

• Paper divided into four seasonal sections (one page per student)
• Pencil (HB or similar) and eraser
• Coloured pencils or crayons (as available) for seasonal palettes
• Example drawings of the same tree in different seasons (or printed seasonal tree references)
• Visual reminder: “Outline first → clusters next → darken details last”
• Sentence starter cards for peer feedback
• Timer for time management

Assessment

• Teacher formative checks while circulating:
• Are outlines (trunk + major branches) included in every seasonal panel?
• Are seasonal features added as clusters/features appropriate to the season?
• Are students using a layering approach (faint sketch then clearer lines/details)?
• Peer feedback: each student gives at least one “I can see…” comment linked to the success criteria.
• Exit ticket: confirms whether students used layering and whether their chosen seasonal feature matches their season.

Differentiation

• Support for students needing extra help:
• Provide a simple tree-outline template (trunk curve + branch stems) for them to lightly trace and then build on.
• Offer sentence starters for writing and feedback.
• Encourage students to focus on “major branches + canopy shape” before adding fine details.
• Extension for students ready for more challenge:
• Ask students to vary canopy shape between seasons (e.g., more rounded in summer, more open silhouette in spring/autumn) while keeping the tree identity consistent.
• Challenge them to add one extra seasonal detail (e.g., a few blossoms, different leaf sizes, or a suggestion of wind movement in branches).
• EAL/SEN considerations:
• Use visual cues (cluster drawings, step-by-step poster) and limit new language to key terms: trunk, branches, outline, blossom, leaves, bare.
• Allow oral participation in the observation discussion even if writing is limited.