Kelly Henderson
EDTE 228-FA-04

Grade Level: Third Grade
Approximate Time: 60 minutes


Topic: This visual arts lesson consists of the students individual discovery of the concept of texture through the sensation of feeling.

Rationale: Texture plays an important role in our daily life. It is one way that people can discern one object from another. This project emphasizes what texture actually is along with it’s different forms, such as soft, rough, hard, etc. Through feeling different objects without looking at them the students will have to use their knowledge of different ways that things feel when touched. They will then take this knowledge outside and chose an object to do a "texture drawing" of, which will demonstrate their knowledge and understanding of the importance of texture.

Goals, Objectives, Standards
Artistic Perception:
Each student will identify different forms of texture through her sense of feel while reaching inside a grocery bag and touching different objects. (VA-Gr.3-1.5)

Creative Expression: Each student will individually create a drawing based upon objects found outdoors through rubbing the side of a crayon onto a piece of paper covering the objects, to demonstrate different textures. (VA-Gr.3- 2.1)

Aesthetic Valuing: When the drawings are complete the students will share their different drawings and verbally compare the different forms of texture that they found.(VA-Gr.3-4.1)

Strategy: A combination of guided discovery, direct instruction and inquiry.

Texture: The visual or tactile surface characteristics and appearance of something

Procedure: 45 minutes

Introduction: 5 minutes

The teacher should start the lesson by initially asking the students what they think texture is? Then ask what types of objects have different textures. After these questions have been answered by a couple of students, the teacher should inform the students that today they will be learning about what exactly texture is through our own sense of touch and through drawing. The teacher will also do a demonstration of how to feel inside the bag.

  • Teacher
    1. The teacher will start the lesson by having approximately ten different grocery bags, which are sealed with the exception of having a hole for a hand to fit through. Each bag will contain a different object (grapes, orange, apple, teddy bear, sand paper, quarter, chocolate chip cookie, hairbrush, baseball cap, and a sweater.)
    2. Teacher will have students individually come up to the front of the room to feel the objects, and then facilitate a whole-class discussion on what the objects inside the bags feel like (soft, hard, etc.)
    3. Teacher will then explain what the students are going to look for outside, he/she will then lead the class outside to chose different objects.
    4. After the class returns to the room the teacher will demonstrate what the students will be doing with their objects.
    5. Finally the teacher will facilitate a discussion based upon the findings of the students through their sharing of drawings.
  • Student
    1. Each student will go to all ten of the grocery bags full of items. They will be placed in different places in the classroom to avoid congestion.
    2. After they have been able to feel all of the different items the teacher will pull them out of the bag one by one and have the students describe what they felt. For example the teddy bear was soft, etc.
    3. The students will then pick a color of crayon that they like the best to do their texture drawings.
    4. Students will proceed outside and chose a couple of objects to "rub."
    5. After they have been chosen the students will "rub" a piece of paper with their crayon, with the object underneath, creating their completed drawing.
    6. When the class has completed their drawings they will be taken inside to finish up the aesthetic part of their drawings through using other colors of crayon or watercolors, using a little bit of water and one color.
    7. When all of the drawings are completed the students should lay them out in the back of the room. The class will then look around at all of the pictures.

    Closure: 10 minutes
    When students have completed their drawings they will pair-share their drawings. Each student will be asked to describe the differences between their own drawing and the drawings of the others. The teacher will ask if anyone would like to share their works. The teacher will then ask how these differences are related to texture and what they learned at the beginning of the class period.

    Clean-up: 5 minutes
    The teacher will assign clean-up duties to particular students. All students who were born in January, February and March will collect all of the drawings from the students. All students born in April, May or June will collect all of the crayons and watercolors used by the class in their rub drawings. All students born in July, August or September will collect all of the texture bags and neatly pile them up for the teacher. All of the students born in October, November or December will wipe off all of the desks and collect all of the possible trash.


    1. The teacher will assess understanding of texture through students' active participation in feeling and describing the objects inside the "texture bags."
    2. The students will be assessed upon the level of effort that is put into completing the rubbing of an object from the outdoors. If the student puts in no effort she will not receive credit for this part of the assignment.
    3. The students will be assessed based upon their active participation in the final pair-share discussion in which the students are comparing their works. The students must demonstrate knowledge of the meaning and importance of texture through appropriate and accurate use of vocabulary and concrete examples.


    1. Ten grocery bags
    2. Items to be included in the grocery bags
      1. Grapes, oranges, apples, teddy bear, sand paper, quarter, Chocolate Chip cookies, hairbrush, baseball cap and a sweater
    3. A piece of white construction paper for each student
    4. A set of crayons with the paper peeled from the sides. There should be plenty for each student to have a couple different colors.
    5. Make sure there are plenty of different objects outside for the children to use for the drawings.
    6. If possible, a set of watercolors for each student to enhance the aesthetic part of the drawing.