Sie sind auf Seite 1von 20

Microorganisms

Lesson Plan 4th grade

By Shirley Boudreaux
April 2015

NATIONAL VISUAL ARTS STANDARDS (MA: Cr1.1.4)Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Enduring Understanding: Media arts ideas, works, and processes are shaped by the imagination, creative processes, and by experiences, both within and outside of the arts. Essential Question(s): How do
media artists generate ideas? How can ideas for media arts productions be formed and developed to be effective and original?
Conceive: Conceive of original artistic goals for media artworks using a variety of creative methods, such as brainstorming and modeling.

(MA: Cr2.1.4)Anchor Standard 2: Organize and develop artistic ideas and work.
Enduring Understanding: Media artists plan, organize, and develop creative ideas, plans, and models into process structures that can effectively realize the artistic idea. Essential Question(s): How do media
artists organize and develop ideas and models into process structures to achieve the desired end product?
Develop: Discuss, test, and assemble ideas, plans, and models for media arts productions, considering the artistic goals and the presentation.

(MA: Cr3.1.4)Anchor Standard 3: Refine and complete artistic work.
Enduring Understanding: The forming, integration, and refinement of aesthetic components, principles, and processes creates purpose, meaning, and artistic quality in media artworks. Essential
Question(s): What is required to produce a media artwork that conveys purpose, meaning, and artistic quality? How do media artists improve/refine their work?
Construct: a. Structure and arrange various content and components to convey purpose and meaning in different media arts productions, applying sets of associated principles, such as balance and
contrast. b. Demonstrate intentional effect in refining media artworks, emphasizing elements for a purpose.

(MA: Pr4.1.4) Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Enduring Understanding: Media artists integrate various forms and contents to develop complex, unified artworks. Essential Question(s): How are complex media arts experiences constructed?
Integrate: Demonstrate how a variety of academic, arts, and media forms and content may be mixed and coordinated into media artworks, such as narrative, dance, and media.

(MA: Pr5.1.4) Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Enduring Understanding: Media artists require a range of skills and abilities to creatively solve problems within and through media arts productions.
Essential Question(s): What skills are required for creating effective media artworks and how are they improved? How are creativity and innovation developed within and through media arts productions?
How do media artists use various tools and techniques?
Practice: a. Exhibit developing ability in a variety of artistic, design, technical, and organizational roles, such as making compositional decisions, manipulating tools, and group planning in media arts
productions. b. Exhibit basic creative skills to invent new content and solutions within and through media arts productions. c. Exhibit standard use of tools and techniques while constructing media artworks.

(MA: Re7.1.4) Anchor Standard 7: Perceive and analyze artistic work
Enduring Understanding: Identifying the qualities and characteristics of media artworks improves one's artistic appreciation and production. Essential Question(s): How do we 'read' media artworks and
discern their relational components? How do media artworks function to convey meaning and manage audience experience?
Perceive: a. Identify, describe, and explain how messages are created by components in media artworks. b. Identify, describe, and explain how various forms, methods, and styles in media artworks manage
audience experience.

(MA: Re8.1.4) Anchor Standard 8: Interpret intent and meaning in artistic work.
Enduring Understanding: Interpretation and appreciation require consideration of the intent, form, and context of the media and artwork. Essential Question(s): How do people relate to and interpret media
artworks?
Interpret: Determine and explain reactions and interpretations to a variety of media artworks, considering their purpose and context.

(MA: Re9.1.4) Anchor Standard 9: Apply criteria to evaluate artistic work.
Enduring Understanding: Skillful evaluation and critique are critical components of experiencing, appreciating, and producing media artworks.
Essential Question(s): How and why do media artists value and judge media artworks? When and how should we evaluate and critique media artworks to improve them?
Evaluate: Identify and apply basic criteria for evaluating and improving media artworks and production processes, considering context.

(MA: Cn10.1.4) Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Enduring Understanding: Media artworks synthesize meaning and form cultural experience.
Essential Question(s): How do we relate knowledge and experiences to understanding and making media artworks? How do we learn about and create meaning through producing media artwork.
Synthesize: a. Examine and use personal and external resources, such as interests, research, and cultural understanding, to create media artworks. b. Examine and show how media artworks form meanings,
situations, and/or cultural experiences, such as online spaces.

(MA: Cn11.1.4) Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding
Enduring Understanding: Media artworks and ideas are better understood and produced by relating them to their purposes, values, and various contexts.
Essential Question(s): How does media arts relate to its various contexts, purposes, and values? How does investigating these relationships inform and deepen the media artist's understanding and work?
Relate: a. Explain verbally and/or in media artworks, how media artworks and ideas relate to everyday and cultural life, such as fantasy and reality, and technology use. b. Examine, discuss and interact
appropriately with media arts tools and environments, considering ethics, rules, and media literacy.

GRADE LEVEL EXPECTATIONS (GLEs) Big Idea 1: PS 1 Understanding Self as an Individual and as a Member of Diverse Local and Global Communities
B. Balancing Life Roles Reflect on personal roles in the community and identify responsibilities as a community
member. DOK: Level 2

Big Idea 2: PS 2 Interacting With Others in Ways That Respect Individual and Group Differences C. Personal
Responsibility in Relationships Identify and practice the skills used to compromise in a variety of situations.
DOK: Level 3

Big Idea 3: PS 3 Applying Personal Safety Skills and Coping Strategies A. Safe and Healthy Choices Apply
effective problem-solving, decision-making, and refusal skills to make safe and healthy choices in various life
situations. DOK: Level 4

Big Idea 1: PS 1 Understanding Self as an Individual and as a Member of Diverse Local and Global Communities
C. Being a Contributing Member of a Diverse Global Community Identify and practice ways to be a contributing
group member. DOK: Level 2

Big Idea 4: AD 4 Applying Skills Needed for Educational Achievement A. Improvement of Academic. Selfconcept Leading to Life-long Learning Apply study skills and test- taking strategies to improve academic
achievement. DOK: Level 3
B. Self-management for Life- long Learning Apply time-management and organizational techniques necessary
for assignments and/or task completion. DOK Level 3

Big Idea 6: AD 6 Developing and Monitoring Personal Plan of Study A. Personal Plan of Study for Life-long
Learning Revise and practice education goal-setting and self- assessment skills. DOK: Level 3
Big Idea 7: CD 7 Applying Career Exploration And Planning Skills In The Achievement Of Life Career Goals B.
Adaptations to World of Work and Technology Changes. Dentify school and community resources available for
exploration of the six (6) career paths. DOK: Level 1 and 2

Big Idea 9: CD 9 Applying Skills for Career Readiness and Success B. Job Seeking Skills Identify the components
of a portfolio. DOK: Level 1

RATIONALE and GOALS FOR THIS LESSON Having an understanding of physical and
behavioral adaptations that help plants and
animals survive in a given environment. Being able
to see what organisms look like and identify them
in a drawing. This classification is important to
helping scientists clearly identify any species. To
study, observe, and organize concentrated
conservation. It also assists as a way of
remembering and differentiating the types of
organisms, classifying the relationship between
different organisms, and providing precise names
for them. Gives students a strong background in
indentifying what an organism is.

ENDURING BIG IDEA:


Without basic organisms there would be no life,
without life, man does not exist.
This is an investigation into living microorganisms,
so that each student has an understanding of what
an organism looks like. Through the use of visual
images, language arts, movement and science.
Students will discover what an microorganism might
look like through their own artwork.
Students will sketch the landscape of their
ecosystem/organisms. Students will find a
component of their ecosystem and study it closely;
by sketching it in detail, then writing about it.

ESSENTIAL QUESTIONS
What is an microorganism?
Where dose your microorganism
come from and in what ecosystem?

KNOWLEDGE BASE AND KEY


CONCEPTS Term - "organism" (from Greek
, organismos, from ,
organon, i.e. "Any living structure, such
as a plant, animal, fungus or bacterium,
capable of growth and reproduction".
Understand what an organism looks like
in life size form.
Understand how artist create artwork
within the fiber world.

OBJECTIVES The student will create a true size organism from


a fiber media.
VOCABULARY- ecosystems, organism, sketch,
landscape, survive, population, community, plant,
animal, producer, consumer, herbivore, carnivore,
prey, bacteria, plant, insect, extinct, unicellular
organism, muiticellular organism, microscopic,
microorganisms, cells, tissues, organs, plastids,
algae, fungi, animals, life span, evolution,
reproduction, horizontal gene and transfer.
Understand how artist create artwork within the
fiber world.

LESSON VIGNETTE
Day one:
Introducing the students to the lesson of living
organisms through a Powtoon presentation that sends
them on a mission, just like Mission Impossible,
your mission is to create a living microorganism and
introduce them to the artist, and what the final
project could look like. Concluding with a VTS lesson
of Katy Stones artwork.
Make an art journal out of copy paper and floss.
They will sit down and draw out what they
investigated in their science class about
microorganisms. Then add vocabulary words and
definitions.

Powtoon

VTS lesson of Katy Stones


artwork

Day two:
1. Students will use their art journal drawing to
create 3-D fiber artwork.
2. Divide the class into groups of three to four.
Then have them measure and cut fabric to size.
3. Mix the paint and water in small cups, three to
five colors per tub.
4. Each group, one at a time, places the fabric into
a small tub of water. Then, one by one, each
student will pour the water mixture over the fabric
first and then the rock salt.
5. This water, paint, and salt bath mixture will need
to sit for over a week to dry out the water.
6. Students will finish their investigation on
microorganisms in their art journals.

Day three:
Take out the dry fabric from the tub,
then take them outside to shake them
out.
Add details to the fabric to make it look
like an organism, by using floss and
extra fabric. They can refer back to their
drawings to find places to attach the
extra pieces. Using sewing thread and
embroidery floss, with a needle, they
will attach the extra fabric to the project
to create a 3-D project.

Day four:
Attach the piece of fabric to the cardboard by taking the
fabric and covering the cardboard.
Then hold on to both sides while turning it over.
Tape down the fabric to the backside of the cardboard.
Assessments will be when all the students are done and
have an art piece that is gallery ready. Then have them
count out as a one or a two. All the ones are to form an
inner circle and all the twos form an outer circle. Each
student will tell the student in front of him or her about his
or her artwork. The outer circle will move to the right every
2 minutes.
They will write in their journals about what they thought
about making a life size microorganism for ten minutes.
Final They will go back to the group mat. Then, they will,
by a show of hands, tell what was their favorite part of the
lesson or what they enjoyed about it.

Exemplar

ASSESSMENTS/RUBRICS:
The students will get into two circles. There
will be a circle on the inside and a larger circle
surrounding it. Students will face each other,
the smaller circle facing out towards the larger
circle and the larger circle facing in. They will
tell their partner, one at a time, about their
own microorganism artwork. After each
student has taken their turn, they will be
rotating to the right one person. This will go
completely around the room so that each
student has a turn to view all the artwork.

STUDENT ENGAGEMENT AND ADAPTATIONS FOR SPECIAL


NEEDS
Students with special needs might need help with
drawing out their microorganism.
A larger pencil can be used to help with holding it. They
may need help with identifying what an organism looks
like and the wording. They can use a computer for the
written assignments. They may have extra time to finish
their drawing and for the investigation of their project. A
teacher or aide can help with pouring the paint.
After they have shared their artwork, they will go to
their art journal and write about what they experienced
in this lesson. This is using formative assessment by
looking at each others work and summative
assessment by writing about the project.

STUDENT ENGAGEMENT AND ADAPTATIONS


FOR SPECIAL NEEDS Students with special needs might need
help with drawing out their organism.
A larger pencil can be used to help with
holding it. They may need help with
identifying what an microorganism looks
like and the wording. They can use a
computer for the written assignments.
They may have extra time to finish their
drawing and for the investigation of their
project. A teacher or aide can help with
pouring the paint.

MATERIALS, TEACHING
RESOURCES/REFERENCES Teaching resources:
The fiber artists are Shirley Boudreaux, Leisa
Rich, and Katy Stone. These three artists
show the students three different viewpoints
of what an organisms looks like. These
artists work in the fiber world.
List of materials for this project:
Powtoon, power point, pencils, paint, cups,
rock salt, fabric, water floss, needles, copy
paper and water tubs.

TEACHER REFLECTION:
If the students are able to reflect on this project in a positive
manner, then I would consider that to be a success. Each
student shows that he/she have pulled information from the
arts and sciences to where they have an understanding of
what an microorganism is. They also understand the
relationship between being inside and/or outside the class by
utilizing their critical thinking skills on their field trip and in
their homeroom science class.

List of indicators
They can write, talk and draw about what they learned
through their art making process. The use of a pencil to draw
an microorganism is evidence of hand to eye coordination.
Working with paint colors that related to living microorganisms
and having an understanding of what fabric can be used for.

Das könnte Ihnen auch gefallen