Art in Nature

Overview

Students will create a weather-inspired artwork connected to a myth or legend, then write a short explanatory paragraph to describe the choices they made. This builds on prior unit work about weather conditions and stories by combining writing with an illustration.

Learning intentions

• Students will be able to introduce a topic and group related information together in a short writing piece.
• Students will be able to conduct a short research check (myth or legend reference from the unit) and use facts to support their explanation.
• Students will be able to write an informative/explanatory paragraph with accurate details.
• Students will be able to include an illustration that helps a reader understand the artwork.

Success criteria

• I can create one piece of weather-inspired art based on a myth or legend.
• I can write a focused explanatory paragraph that clearly explains my weather choice and related details.
• I can group my ideas so the paragraph makes sense from start to finish.
• I can add an illustration that matches and supports my writing.

Curriculum links

• Writing — CCSS.ELA-LITERACY.W.3.2 (write informative/explanatory texts clearly)
• Writing — CCSS.ELA-LITERACY.W.3.2a (introduce a topic, group related information, include illustrations)
• Writing — CCSS.ELA-LITERACY.W.3.7 (short research projects to build knowledge about a topic)
• Writing — CCSS.ELA-LITERACY.W.3.10 (write routinely over extended and shorter time frames)

Lesson structure (60 minutes)

1. 0–5 min · Warm-up and topic prompt. Teacher posts the prompt: “What weather condition is in your myth, and what does it look/feel like?” Students answer in 1–2 sentences (or spoken for the younger learner), then show the teacher their brainstorming list.
2. 5–12 min · Quick myth research check. Teacher provides a short myth/legend reference card from the unit (weather element + one or two key details). Students quickly reread and underline 2 facts they will use in their explanation.
3. 12–22 min · Plan the art. Teacher models a simple planning organizer: Weather condition (1), Myth connection (1 fact), Art symbols/colors/lines (2–3). Students complete their organizer and choose their materials (drawing, paint, collage, or mixed media).
4. 22–42 min · Create the weather art. Teacher guides students to include weather signals (e.g., wind lines, rain dots, lightning shapes, cloud layers) and a myth detail (a character symbol, temple motif, storm god mark, or event). Students produce one finished piece, adding labels if helpful.
5. 42–52 min · Write the explanatory paragraph. Teacher provides a paragraph frame:

• Sentence 1: Introduce my topic (Weather + Myth).
• Sentences 2–3: Group related reasons/details (facts from the myth + how art shows them).
• Sentence 4: Explain how the illustration helps the reader understand. Students draft directly on paper; advanced writers add one “because” sentence and precise adjectives.

6. 52–57 min · Revise for clarity. Teacher prompts: “Circle your topic sentence. Add one detail if a reader would ask, ‘How do you know?’” Students revise by improving one sentence and checking that ideas flow logically.
7. 57–60 min · Share + collect. Teacher has students hold up their art and read their paragraph aloud (or the older child reads; younger child points and tells what they can). Teacher collects the paragraph and art for review.

Resources

• Myth/legend reference cards (weather element + key facts) from the unit
• Art supplies: watercolor/tempera or crayons/markers, colored pencils, paper (8x11 or larger)
• Optional mixed-media items: glue sticks, tissue paper, magazine scraps, yarn/string, cotton balls, glitter (teacher discretion)
• Pencil, eraser, scissors (with supervision)
• Planning organizer (Weather / Myth fact / Art symbols / Illustration label)
• Paragraph frame sheet and lined writing paper

Assessment

• During art planning: teacher checks that the student selected a weather condition and at least one myth-related fact.
• During writing: teacher looks for a clear topic introduction, grouped related details, and an illustration that supports meaning.
• Exit check (last 3 minutes): student can state one myth detail and one art feature that matches it.

Differentiation

• Support (younger/delayed speech): allow oral responses recorded by the teacher or via picture choices; provide sentence starters and word bank (rain, storm, wind, lightning, cloud, temple, legend character).
• Support (any learner needing structure): use a shorter paragraph frame (3 sentences) and pre-cut illustration labels to match their art.
• Advanced learner: require 4–5 sentences with one added reason/detail (e.g., “I used jagged lines because lightning was described as…”). Encourage precise weather words and sensory language.
• Materials choice: provide multiple medium options so students can express ideas without bottlenecking on fine-motor skill; include templates for weather symbols (cloud outlines, raindrop shapes, wind arcs).

Extension (optional)

• Gallery display: Create a mini “Weather Legend Gallery” with titled stations. Students add a 1-sentence caption per piece and review another student’s art by asking: “What weather detail did you notice?”