supplies.thesmartteacher.com.s3.amazonaws.comsupplies.thesmartteacher.com.s3.amazonaws.com/assets/exchan… · Web viewLesson 1: Get Wet Discovering Water. In this lesson, students

Art For Environmental Conserva-

tionGrade 5 Unit Plan connecting Art and

ScienceLesson 1: Get Wet: Dis-

covering WaterLesson 2: Save Water!

Lesson 3: Trash Monster

Ashley BroderickArt Ed Curriculum PK-8March 10, 2016

PHOTO © 2014 MARILYN MINTER

Water Tank Project NYC: Look

TABLE OF CONTENTS

Unit Map

Unit Plan Outline

Lesson 1: Get Wet: Discovering Water

Lesson 2: Save Water!


Unit Resources

Art For Environmental Conservation - Grade 5

STAGE I – DESIRED RESULTS

UNIT TRANSFER GOAL:

Students will be able to independently use their learning to…

• Apply their knowledge of environmental sustainability to their local community.

• Visualize and implement positive changes everyday.

ENDURING UNDERSTANDINGS:

Students will understand that:

• The earths natural resources are limited and can eventually run out.

• Human actions modify the physical environment.

• Artists can raise awareness and make a difference through works of art.

ESSENTIAL QUESTIONS:

• Why do we need to conserve our natural resources?

• How do we conserve existing natural resources?

• How can artists bring about change?

STANDARDS ADDRESSED

Massachusetts Science and Technology/Engineering Standards

Grade 5: Earth and Space Sciences

5-ESS2 Earth’s Systems

5-ESS2-2. Describe and graph the relative amounts of salt water in the ocean; fresh water in lakes, rivers, and ground water; and fresh water frozen in glaciers and polar ice caps to provide evidence about the availability of fresh water in Earth’s biosphere.

5-ESS3 Earth and Human Activity5-ESS3-1. Obtain and combine information about ways communities re-duce human impact on the Earth’s resources and environment by changing an agricultural, in-dustrial, or community prac-tice or process.

Massachusetts Art Curriculum Standards

1. Methods, Materials, and Techniques. Students will demonstrate knowledge of the methods, materials, and tech-niques unique to the visual arts.

7. Roles of Artists in Communi-ties. Students will describe the roles of artists, patrons, cul-tural organizations, and arts institutions in societies of the past and present.

10. Interdisciplinary Connec-tions. Students will apply their knowledge of the arts to the study of English language arts, foreign languages, health, history and so-cial sciences, mathematics, and science and technology/engineering.

ACQUISITION/UNIT OBJECTIVESStudents will know:

• Different ways to conserve water at home and in the community by limiting their consumption and pollution.

Students will be skilled at:

COPYRIGHT © 2016 TORONTO AND REGION CONSERVATION: RAIN BARRELS

• Communicating information regarding environmental conservation of natural resources.

• Using art to communicate messages about limited natural resources.

STAGE 2 – ASSESSMENT EVIDENCEEVIDENCE -

Lesson 1: A successful example of this project will be a finished, painted scene on a water barrel. Students can choose to use text or symbols to create a panted narrative that raises awareness for water conservation and the reduction of pollution.

Lesson 2:A successful final product for this assignment will be a finished print that incorpo-rates text and image to raise environmental awareness. Students will

Copyright © 2016 Toronto and Region Conservation: Rain Barrels

Silkscreen Print Dominique Dominguez

produce multiple copies of their print to distribute around the school and within their communities. An extension to this project could be to print onto a canvas bag or t-shirt.

Lesson 3: The goal of this project is for students to work collabora-tively and clean up a major water source. I.e. Lake rivers or streams. Through working to-gether, students will accomplish a site specific temporary piece of public art. Using the trash col-lected, students will create a

trash monster to bring awareness on the issue of fresh water.

STAGE 3 – LEARNING PLAN

SCOPE AND SEQUENCE OF LESSONS:

Lesson 1: Get Wet Discovering Water. In this lesson, students will learn that fresh water is a limited resource. They will question issues regard-ing water conservation and learn to collect their own water at home by using a rain barrel. Normally rainwater goes directly into a storm drain or ditch before entering a local river or lake. This runoff pollutes key water sources. It is important to reduce the overall runoff to keep our limited water supply clean. This environmental awareness starts with

2011 PHOTO ANDREAS SYMIETZ. HAR-VEST DOME

students making their own rain barrels. They will visually transform the rain barrels by painting environmental narratives that reinforce con-serving water and reducing pollution.

Lesson 2: Save Water! In this lesson, students will learn that their art can communicate issues about environmental issues. Artists have the power to make change and promote issues through their artworks. Stu-dents will view artists like Dominqiue Dominguez as the inspiration to create art that stands up for environmental conservation issues. They will create their own posters that integrate text with visual imagery that take a position on water conversation. They are raising awareness to save water and reduce pollution.

Lesson 3: Trash Monster. In this lesson, students will go on a field trip to a local fresh water source and collect trash on site. They will learn that every individual can make a difference by helping green up the environment. As a group, students will use the trash that they collect to sculpt a trash monster on site. This monster sculpture will raise awareness about reducing pollution at site specific water sources. Through utilizing the found materials people will think about how our trash affects the environment. Reduce, reuse, recycle! Students learn that they can reuse or recycle to create works of art that also commu-nicate the importance of our environmental footprint.

Lesson 1: Get Wet: Discovering Wa-ter

LESSON TOPIC AND DESCRIPTION:In this lesson, students will learn that fresh water is a limited resource. They will question issues regarding water conservation and learn to collect their own water at home by using a rain barrel. Normally rain-water goes directly into a storm drain or ditch before entering a local river or lake. This runoff pollutes key water sources. It is important to reduce the overall runoff to keep our limited water supply clean. This environmental awareness starts with students making their own rain barrels. They will visually transform the rain barrels by painting envi-ronmental narratives that reinforce conserving water and reducing pol-lution.

STAGE 1: DESIRED RESULTSENDURING UNDERSTANDINGS

WATER TANK PROJECT NYC: LOOK UP!


• Fresh water is a limited natural resource.

• Runoff water adds harmful pollution to larger bodies of fresh water.

• There are multiple ways to conserve water at home. All it takes is one person to make a difference.

ESSENTIAL QUESTIONS

• Why is water a limited natural resource?

• What are simple ways to conserve water at home?

• How does runoff affect our limited supply of fresh water?

STATE STANDARDS ADDRESSED

Massachusetts Visual Art Curriculum Standards

1. Methods, Materials, and Techniques. Students will demonstrate knowledge of the methods, materials, and techniques unique to the visual arts.

2. Elements and Principles of Design. Students will demonstrate knowl-edge of the elements and principles of design.

10. Interdisciplinary Connections. Students will apply their knowledge of the arts to the study of English language arts, foreign languages, health, history, and social sciences, mathematics, and science and technology/engineering.


Grade 5: Earth and Space Sciences5-ESS2 Earth’s Systems5-ESS2-2. Describe and graph the relative amounts of salt water in the ocean; fresh water in lakes, rivers, and ground water; and fresh water frozen in glaciers and polar ice caps to provide evidence about the availability of fresh water in Earth’s biosphere.

5-ESS3 Earth and Human Activity

5-ESS3-1. Obtain and combine information about ways communities re-duce human impact on the Earth’s resources and environment by changing an agricultural, industrial, or community practice or process.

ACQUISITION/LEARNING OBJECTIVES

• Students will be able to discuss why water conservation is important.

• Students will use their knowledge of runoff to create a scene bringing awareness to water conservation.

• Students will be skilled at artistically transforming water barrels.

STAGE 2: ASSESSMENT EVIDENCEPREFORMANCE TASK OR FINAL PRODUCT

A successful example of this project will be a finished, painted narra-tive on a water barrel. Students will choose to use text or symbols to create a panted narrative that raises awareness for water conservation and the reduction of pollution.

CONTINUUM OF ASSESSMENTS

• Group discussions and brainstorming activities.

• Individual sketches that show how their images will wrap around the barrel.

• Adhere to correct preparation before painting barrels.

• Students’ use of the paintbrush and color mixing techniques.

• Record students’ effort and work habits throughout the lesson.

EVALUATIVE CRITERIA

• Did the student participate in the group brainstorm and discuss how to conserve water at home?

• Did the student demonstrate proper use of the materials?

• Did the student sufficiently use symbols, images, or text to create a painted narrative on their rain barrel?

• Did the student show an awareness in their sketchbook?

• Why is it important to conserve water at home and in school?

• Did the student demonstrate respect for materials, peers and teach-ers?

STAGE 3: LEARNING PLANMATERIALS AND EQUIPMENT

• Rain Barrel• Dish Soap• Cleaning Rags• Paint (recycled paint from neighbors, home store, recycling centers,

or acrylic)• Pollyurethane sealer• Sand Paper• Plastic Primer• Paint Brushes• Well ventilated and dry space• Drop cloths• Pencil• Sketchbook

RESOURCES: VISUALS, TEXT, MEDIA AND WEB

Ferron, D. (2016). Paint a Picture for Water Conservation.Toronto and Region Conservation. Image Retrieved from http://www.trca.on.ca/rain-barrelcontest/ .

Bitlanders Website. (2016) Save Water Save Life. Image retrieved from http://static.filmannex.com/users/galleries/300388/Water_Dist_Large_fa_rszd.jpg .

Jewell, N. (2014, September). Look Up! NYC Water Tanks Converted into Vibrant Works of Art for Water Conservation. Inhabitat New York City. Image Retrieved from http://inhabitat.com/nyc/look-up-nyc-water-tanks-converted-into-vibrant-works-of-art-for-water-conservation/ .

VOCABULARY WITH DEFINITIONS

Conservation: Ways to save or protect for future use.Runoff: Rainwater that runs over a surface, which isn’t absorbed into the ground.Runoff Pollution: Contaminants like pesticides, litter, and oil collected by rainwater as it flows over a surfaces like: lakes, rivers, swamps, or oceans.Scarce: Very limited amount.Glacier: Water that is frozen.Groundwater: The amount of water in soil, and rock formations be-neath the surface. Narrative: A visual depiction of an event.

TEACHER INSTRUCTION

Day 1:The teacher will ask students to discuss in groups the percentage of fresh water they think is available to us. This water is our drinking wa-ter, it allows us to grow food and conduct our way of life.

The teacher will call students to the board to write their group’s esti-mated percentages.

http://inhabitat.com/nyc/look-up-nyc-water-tanks-converted-into-vibrant-works-of-art-for-water-conservation/


http://static.filmannex.com/users/galleries/300388/Water_Dist_Large_fa_rszd.jpg


http://www.trca.on.ca/rainbarrelcontest/


The teacher will show a diagram of water availability.(2016) Save Water Save Life http://static.filmannex.com/users/galleries/300388/

Water_Dist_Large_fa_rszd.jpg .

The teacher will explain the different amounts of available water. 97% of the world’s supply of water is ocean. The remaining 3% is fresh wa-ter. Of that 3%, only 68.7% of this small amount of water is frozen in glaciers and icecaps, 30.1% is underground, and .3% surface water can be used.

The teacher will ask students to think about ways they can conserve water at home and in school.



The teacher will ask students to create an illustration in their sketch-books of how they can save water.

Day 2:The teacher will ask students to think about the question: where does water go after a rain storm?

The teacher will give a small presentation about rainwater and runoff.

The teacher will discuss how rainwater can be collected using barrels to conserve water and reduce pollution.

The teacher will show artist communities in NYC that are bringing awareness to water conservation by painting large Water Tanks. (The look up! project)

The teacher will show students examples of previous student rain bar-rel transformations, so they can see what is expected of them.

Teacher will ask students to sketch ideas in their sketchbooks on what they will paint on their barrels.

Day 3:

2014 PHOTO ETERI CHKADUA. WATER TANK PROJECT NYC: LOOK UP!

The teacher will help students prep their barrels for painting.

The teacher will demonstrate different painting techniques such as color mixing and painting in layers.

QUESTIONS TO GENERATE DISCUSSION

• Why is it important to conserve water use?

• How can we conserve water at home?

• How can we conserve water at school?

• What kind of narrative will bring awareness to water conservation through collecting rainwater?

LEARNING ACTIVITY

Day 1:The students will participate in a group brainstorming activity and come up with a percentage for how much fresh water they think is available for us to use.

The students will view the water percentage chart.

The students will brainstorm ideas on how they can conserve their wa-ter usage at home and in school.

The students will sketch ideas on how to conserve water in their sketchbooks.

Day 2:The students will discuss where water goes after a rainstorm.

The students will learn about NYC artists that making art about water conservation.

The students will view previous student examples of painted rain bar-rels.

The students will sketch ideas for their rain barrel.

Day 3:The students will prep barrels for paint-ing.

The students will watch teacher demonstrate different painting applica-tions and techniques.

The students will practice techniques before painting onto the barrel.

The students will paint a narrative on their barrel.

DIFFERENTIATION

I will have multiple photo examples of barrel artwork.I will bring my own example of a completed water barrel so students can see how I painted around the entire barrel. I will have barrels already prepped for students with fine motor difficul-ties.

Lesson 2: Save Water!

COPYRIGHT © 2016 TORONTO AND REGION CONSERVATION

LESSON TOPIC AND DESCRIPTION:In this lesson, students will learn that their art can communicate ideas about environmental issues. Artists have the power to make change and promote social change through their artworks. Students will view artists like Dominqiue Dominguez as the inspiration to create art that stands up for environmental conservation. They will create their own posters that integrate text with visual imagery to raise awareness, save water and reduce pollution.



• Art can communicate and raise awareness on relevant social issues.

WATER TANK PROJECT NYC: LOOK UP!

• Artists have power to promote change through artworks.

ESSENTIAL QUESTIONS

• How can art communicate and raise awareness on environmental is-sues?

• In what ways do artists have power?

• How can artists use their artwork to promote change?




2. Elements and Principles of Design. Students will demonstrate knowl-edge of the elements and principles of design.

10. Interdisciplinary Connections. Students will apply their knowledge of the arts to the study of English language arts, foreign languages, health, history, and social sciences, mathematics, and science and technology/engineering.


5-ESS3 Earth and Human Activity5-ESS3-1. Obtain and combine information about ways communities re-duce human impact on the Earth’s resources and environment by changing an agricultural, industrial, or community practice or process.


• Students will be able communicate an idea through printed images.

• Students will bring awareness to a water conservation issue of their choice.

• Students will be skilled at creating soft cut prints for poster and flyer distribution.


A successful final product for this assignment will be a finished print that incorporates text and image to raise environmental awareness. Students will produce multiple copies of their print to distribute around the school and within their communities. An extension to this project could be to print onto a canvas bag or t-shirt.


• Group discussions and brainstorming activities.

• Individual research of water conservation topic of their choice.

• Use of visuals and text in creating their activist poster.

• Students’ use of the soft cut blocks for carving.

• Record students’ effort and work habits throughout the lesson.

EVALUATIVE CRITERIA

• Did the student research a water conservation issue?

• Did the student sufficiently use symbols, images, or text to create a printed poster?

• Did the student demonstrate proper use of the materials?


• Computer

• Printer• Soft Cut 8x10 or larger• Paper• Colored Pencils• Markers• Crayons• Ink or Acrylic pant• Carving Tool


Dominguez, D. (2016). Artist Profile. WEAD: Women Environmental Artists Directory. Image Retrieved from http://weadartists.org/artist/dd


Richmond, L. (March, 30 2009). Connie Han, Water Is Life winning poster. Image retrieved from http://www.state.nj.us/agriculture/images/press/conniehan.jpg


Activist: Someone that campaigns or brings awareness for social change.Conservation: Ways to save or protect for future use.

TEACHER INSTRUCTION

Silkscreen Print Dominique Dominguez Silkscreen Print Dominique Dominguez

http://weadartists.org/artist/dd



Day 1:The teacher will project Dominique Dominguez print, Plastics Make It Possible.

The teacher will use Artful Thinking strategies (see, think, wonder) to engage students in discussion of the screen print.

The teacher will prompt students to think about conservation issues about water.

The teacher will ask students to sketch or list possible ideas they would like to research on water conservation.

Day 2:The teacher will instruct students to choose one of their topics that they listed in the previous class to research.

The teacher will bring students to the library or computer lab to re-search images on their water con-servation topic.

The teacher will help students write their conservation sentence to go with their image.

Day 3:The teacher will let students sketch a layout for their poster.

The teacher will continue to help students incorporate text into their images.

Day 4:The teacher will demonstrate how to transfer their sketch to the soft cut block.

The teacher will demonstrate how to cut the soft block safely.

The teacher will let students work on transferring their sketches to their soft cut block.

Day 5:Silkscreen Print Dominique Dominguez

The teacher will demonstrate safety when cutting into the soft cut.

The teacher will show how to print from the soft bock.

Day 6:The teacher will show students how to color in the prints by using crayon, colored pencil, and markers.

Day 7:The teacher will instruct students to scan their images onto the com-puter and save to a flash drive.

The teacher will instruct students to print at least 10 images to distrib-ute around the school.

Day 8:Extension Project:The teacher will bring in canvas bags or t-shirts for students to print on.

The teacher will show how to print onto the fabric or canvas using proper fabric inks.


• What does it mean to be an Activist?

• Can an image help bring awareness?

LEARNING ACTIVITY

Day 1:The students will look at Dominique Dominguez print, Plastics Make It Possible.

The students will respond to see, think, wonder and discuss the screen print.

The students will think about conservation issues about water.

The students will sketch or list possible ideas they would like to re-search on water conservation.

Day 2:

The students will choose one of their topics they listed in the previous class to research.

The students will go to the library or computer lab to research images on their water conservation topic.

Day 3:The students will sketch a layout for their poster.

The students will incorporate text into their images.

Day 4:The students will transfer their sketch to the soft cut block.

Day 5:The students will learn to cut the soft block safely.

The students will learn to print using ink.

Day 6:The students learn how to color in the prints they pro-duce using crayon, colored pencil, and markers.

Day 7:The students will scan their images onto the computer and save to a flash drive.

The students will print at least 10 images to distribute throughout school.

Day 8:Extension Project:The students will learn how to print onto fabric or canvas.

DIFFERENTIATION

WATER IS LIFE 2009 BY CONNIE HAN STUDENT EXAM-PLE

For English Language Learners I will have examples in their native lan-guage.

I will help students with the written piece by providing sample state-

ments.

I will have different sized cutting tools and stencils available for stu-dents to use.


LESSON TOPIC AND DESCRIPTION:In this lesson, students will go on a field trip to a local fresh water source and collect trash on site. They will learn that every individual can make a difference by helping green up the environment. As a group, students will use the trash that they collect to sculpt a trash monster on site. This monster sculpture will raise awareness about re-

ducing pollution at site specific water sources. Through utilizing the found materials people will think about how our trash affects the envi-ronment. Reduce, reuse, recycle! Students learn that they can reuse or recycle to create works of art that also communicate the importance of our environmental footprint.



• Artists can make a difference by cleaning up the environment.

• Recycled materials can be used to make beautiful works of art.

• It is important to reduce our environmental footprint.

ESSENTIAL QUESTIONS

• How can artists make a difference?

• How can we reduce our environmental footprint?

• How can we use recycled materials to create works of art and raise awareness?




7. Roles of Artists in Communities. Students will describe the roles of artists, patrons, cultural organizations, and arts institutions in societies of the past and present.


5-ESS3 Earth and Human Activity5-ESS3-1. Obtain and combine information about ways communities re-duce human impact on the Earth’s resources and environment by changing an agricultural, industrial, or community practice or process.


• Students will be empowered to make a difference.

• Students will work together to clean up a water source.

• Students will create a trash monster to bring awareness to local wa-ter pollution.


The goal of this project is for students to work collaboratively and clean up a major water source. I.e. Lake rivers or streams. Through working together, students can accomplish a site specific temporary piece of

public art. Using the trash collected, students will create a trash mon-ster sculpture to bring awareness on the issue of water pollution and conversation.


• Participation in trash collection onsite.

• Creative, effective and innovative uses of materials collected.

• Collaboration with others to effectively create a structurally sound trash monster.

EVALUATIVE CRITERIA

• Did the student participate in collecting trash onsite?

• Did the student contribute creative and innovative ideas with the ma-terials found?

• Did the student collaborate and help create a structurally sound trash monster?


• Transportation• Volenters • Garbage Bags• Gloves• Plastic Bottle Cutter: Show Kickstarter video


Pavel & Ian. (2016). Plastic Bottle Cutter. Kickstarter. Video retrieved from https://www.kickstarter.com/projects/910418035/plastic-bottle- cutter/rewards

Levi, A. & Schachter, A. (2011, November). Harvest Dome 2.0. Kick-starter. Image Retrieved from https://www.kickstarter.com/projects/481224446/harvest-dome-20/description .


Public Art: Artworks that are typically outside and accessible to the public.Transformation: to change the appearance of an object into something else. Sculpture: Three dimensional form that can be viewed from all sides and angles.

TEACHER INSTRUCTION

https://www.kickstarter.com/projects/910418035/plastic-bottle-cutter/rewards


https://www.kickstarter.com/projects/481224446/harvest-dome-20/description


Day 1:The teacher will introduce the lesson by showing the Harvest dome project to stu-dents.

The teacher will encourage students to re-use materials at home and in their artworks.

The teacher will have students think about water sources they can clean up.

Day 2:The teacher will show a video, The Plastic Bottle Cutter.

The teacher will bring students to the class designated site to clean up the banks, beaches, etc.

The teacher will give students half the day to create their public art sculpture out of the site specific trash.

2011 Photo Andreas Symietz. Harvest Dome

The teacher will keep the sculpture up for a week at the location before responsibly disposing of the trash.


• How can you build your structure from found materials?

• What ways can you transform trash?

• Why is it beneficial to recycle found materials to create art?

LEARNING ACTIVITY

Day 1:The students will view Harvest Dome Project created by architecture interns and high school students.

2011 PHOTO ANDREAS SYMIETZ. HAR-VEST DOME

The students will think of ways they can recycle materials at home and in their artworks.

The students will discuss what major water source they would like to clean up.

Day 2:The students will view the Plastic Water Bottle video kickstart.

The students will discuss different ways they can transform trash in or-der to put together a sculpture of a trash monster.

The students will go to the site and begin their public art piece.

DIFFERENTIATION

All students will watch the video, The Plastic Bottle cutter. This is be particularly helpful for English Language Learners to better understand recycling and transforming everyday materials.

RESOURCESBitlanders Website. (2016) Save Water Save Life. Image retrieved from http://static.filmannex.com/users/galleries/300388/Water_Dist_Large_fa_rszd.jpg .

Dominguez, D. (2016). Artist Profile. WEAD: Women Environmental Artists Directory. Image Retrieved from http://weadartists.org/artist/dd

Ferron, D. (2016). Paint a Picture for Water Conservation.Toronto and Region Conservation. Image Retrieved from http://www.trca.on.ca/rain-barrelcontest/ .


Levi, A. & Schachter, A. (2011, November). Harvest Dome 2.0. Kick-starter. Image Retrieved from https://www.kickstarter.com/projects/481224446/harvest-dome-20/description .

Pavel & Ian. (2016). Plastic Bottle Cutter. Kickstarter. Video retrieved from https://www.kickstarter.com/projects/910418035/plastic-bottle- cutter/rewards



http://weadartists.org/artist/dd









Richmond, L. (March, 30 2009). Connie Han, Water Is Life winning poster. Image retrieved from http://www.state.nj.us/agriculture/images/press/conniehan.jpg

Documents

supplies.thesmartteacher.com.s3.amazonaws.comsupplies.thesmartteacher.com.s3.amazonaws.com/assets/exchan… · Web viewLesson 1: Get Wet Discovering Water. In this lesson, students