Unit Plan Template U of A/RDC Middle Years Program Unit Title: “The Giving Tree” How can we make a difference in our community and world? Subject Area: Art Curriculum Strand(s): Reflection and Expression
Part 1 - Logistics Instructional Designers: Kyle Schneider, Taryn Martinek, Julie Phillips, Laura Friesen & Amanda Bjorge Grade: Grade 6 Duration: 3 Weeks: 8 – 50 minute classes
Rationale: How does this unit fit into the subject curriculum? Why have you grouped the chosen set of outcomes together? How is the unit plan content developmentally responsive, taking into account the interests, abilities and diversities of students? At what time of year would you offer this unit and why? This unit will fit into the school year in the first three weeks of October. We are placing this unit here because it is during Thanksgiving so it connects with the idea of a “Giving Tree” and teaching students about the value of each person as a unique individual. It also supports the concept of inclusion, volunteering, and helping others. The other main reason for placing this unit in October is to take the students outside and look at different fall leaves to get ideas for making their own clay leaves. We have grouped the chosen set of outcomes, within the ‘Reflection’ and ‘Expression’ strand, together because they completely represent what the students need to get out of this unit. The outcomes touch on everything from symbolic meaning of artwork to global awareness. This unit plan takes into account many different interests, abilities and learning styles. With the clay leaves, it includes a massive amount of nature smart but also bodily-kinesthetic, intrapersonal, interpersonal, and existential smarts. In grade six, students have a unit on Trees and Forests in Science so this art unit ties into that. Therefore, creating integration between the two subjects. Any other subject could be integrated with this unit plan if desired. The final component of our unit plan would be raising awareness for a global group in need; the class then could sell one of their two leaves to raise funds for the charity of their choice. At the end of the unit a speaker(s) will be asked to come in that has positively impacted the community through art and fundraising. At the end of the school year, students will host an art show where they will sell all artworks created throughout the year and donate the money raised to the charity that they chose within this unit.
Part 2 – Desired Results Learning Outcomes: REFLECTION Component 3 APPRECIATION: Students will interpret artworks for their symbolic meaning. Concepts A. Artistic style affects the emotional impact of an artwork C. Artworks contain symbolic representations of a subject or theme. D. Artworks can be appreciated at many different levels, literal and symbolic. Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.
Unit Plan Template U of A/RDC Middle Years Program EXPRESSION PURPOSE 5: Students will create an original composition, object or space based on supplied motivation Component 10 (ii) SUBJECT MATTER: Students will develop themes, with an emphasis on global awareness, based on: A. Plants and animals B. Environments and places Component 10 (iii) MEDIA AND TECHNIQUES: Students will use media and techniques, with an emphasis on more indirect complex procedures and effects in drawing, painting, printmaking, sculpture, fabric arts, and photography and techno graphic arts. Concepts D. Sculpture Continue to make two- and three dimensional assemblages from found materials, reaching for more sophistication that at previous levels. Knowledge: Skills: Attitudes & Dispositions: What should students be able to do? What What knowledge will students acquire as a What attitudes and beliefs are you trying to behaviors will they exhibit? result of this unit? instill through this work? Students will know…
Students will know methods and processes of working with clay.
Students will know terminology for clay tools and processes.
Students will know how to recognize different products that affect emotions.
Students will be able to…
Students will be able to create a project using clay that will represent their personal ideas.
Students will be able to create and interpret the symbolic meanings of their artwork.
Students will be able to communicate as a class and decide on a charity to donate their art show funds towards.
Students will demonstrate . . .
Students will demonstrate a positive attitude towards art, the community, and the concept of giving.
Students will demonstrate generosity and the willingness to give to the community through their art project.
Students will demonstrate an openness to participate in this unit and explore the ideas presented to them.
Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.
Unit Plan Template U of A/RDC Middle Years Program Cross-Curricular Competencies:
Know how to learn: to gain knowledge, understanding or skills through experience, study and interaction with others Innovate: create, generate and apply new ideas or concepts Create opportunities through play, imagination, reflection, negotiation, and competition, with an entrepreneurial spirit
Part 3 – Assessment Evidence Performance Task: Clay Leaves G - Goal What should students accomplish by completing this task?
Goal Students will acquire the skills of working with clay creating 2D and 3D objects. Students will discover the meaning of giving, and being thankful. They will be creating two clay leaves. One will be an actual representation of a certain type of leaf and the other will symbolically represent them. They get to choose which leaf to be marked on, according to the rubric, and which leaf to sell at the year-end art show. The funds from this art show will go to a charity of the students’ choosing.
R – Role What role (perspective) will students be taking?
Role Students as members of a group, students as individuals, students as members of the community, and students as creators.
A – Audience Who is the relevant audience?
Audience Teacher, parents, community, school, classmates, and global charity of their choosing.
S – Situation The context or challenge provided to the student
P – Product, Performance What will the student create?
S – Success criteria What do they need to include/do/show?
Situation Students will be doing Trees and Forests in Science so they will be learning about nature. We will take that further by researching an artist that gives back to the community as we will be giving back by raising funds for a charity in the community. (community and global awareness) Product Students will create a class giving tree. Each student will create 2 clay leaves for the giving tree. At least one of these leaves will be sold to raise funds for a charity of their choosing. Each student also gets to choose one of their leaves to be marked according to the rubric. Success Criteria Students will need to choose/research a two leaves and make it personal to them. It should be a representation of the discussion we have had about community, giving, being thankful. Students will be doing a rough sketch before they begin their project. They will make two leafs-one that is using texture, balance, pattern, color and shape and another one that is symbolic representation of its meaning to them.
Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.
Unit Plan Template U of A/RDC Middle Years Program Other Evidence: How will you gather evidence of learning through the unit? List your formative, summative and student self-assessment ideas. These may include work samples, observations, quizzes, tests, journals or other means for students to demonstrate achievement of outcomes. Formative Assessments Leaf Graphic Organizer (keep track of the leaves that they find), Check for Understanding throughout the learning process (red, yellow, green cups), Clay Modelling Tools Terms handout, Teacher walks around the classroom and observes students as they work, Students design posters for their art show and charity that the funds will be donated towards (this shows understanding of the research students have completed and the guest speaker they have listened to) Summative Assessments Rubric for Clay Leaf Self-Assessments Journal Entries (1. After making clay leaves students will reflect on what their leaves mean and what they were trying to portray 2. Students will reflect on global awareness, what they can do to make a difference in the community and/or the world), general self-reflection throughout the unit and thinking deeply about the meaning within each activity and project *All resources are linked in the ‘Resources/Materials’ section beside the unit lesson plans*
Part 4 – Learning Plan Introductory Activity How will you engage students and generate interest at the beginning of the unit? Describe your ‘anticipatory set’. Students will get the chance to explore outside to generate ideas from leaves. They will use a graphic organizer to compile their findings and research their tree leaves. Before students start using the clay there will be period where techniques are demonstrated and practiced; they will also think through their design by sketching their ideas beforehand. Next, a presentation on global awareness will be talked over and students will reflect on their new knowledge, and what they can do to make a difference. http://www.youtube.com/watch?v=oLHhpvnF0mk * Discuss and introduce our art activity giving them an outline of what we want to accomplish in this unit. Through the use of clay we will represent our ideas to create “The Giving Tree”. The Giving Tree will then be projected out into the community by choosing a charity of our class’s choice to donate money to by selling our clay leaves. See unit lesson plans and Google Presentation for details. Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.
Unit Plan Template U of A/RDC Middle Years Program Lesson #
Learning Outcome (Curriculum)
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EXPRESSION PURPOSE 5: Students will create an original composition, object or space based on supplied motivation Component 10 (ii) SUBJECT MATTER: Students will develop themes, with an emphasis on global awareness, based on: A. Plants and animals B. Environments and places
Activities (Instruction) Following the Google Presentation: Have “The Giving Tree” Google Presentation opened on the SmartBoard. This presentation is made to progress for the entire unit. To capture students’ attention and inspire students, we will start off the class by watching a YouTube video on how a sixteen year old girl became passionate about the destruction of the rainforest, so raised awareness and funds to help the cause. (http://www.youtube.com/watch?v=oLHhpvnF0mk) The teacher would then discuss the purpose of the unit and outcomes and relate the main question behind our unit to the video watched: How can we make a difference in our community and world?
Assessment (FOR/OF/AS) FOR: Leaf Graphic Organizer (generating ideas and organizing information) AS: From seeing how someone made a difference, self-reflect on how we can.
Students will then go outside to collect ideas of different leaves, filling out a graphic organizer to think more deeply about what they are doing.
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Component 10 (iii) MEDIA AND TECHNIQUES: Students will use media and techniques, with an emphasis on more indirect complex
Following the Google Presentation: Handout rubric for the clay leaves that students will be creating. These clay leaves will be hung on our class “Giving Tree”. After their leaves are created, each student gets to choose the one leaf that will be marked by the given rubric.
Resources / Materials (equipment, textbooks, links, technology, multimedia, etc.) SmartBoard
Fundraising from the rockies to the rainforest: A young artist. (2011, 12 19). Youtube. Retrieved from: http://www.youtube.com/w atch?v=oLHhpvnF0mk Google Presentation: The Giving Tree (https://docs.google.com/a/ ualberta.ca/presentation/d/1 x6qU6PJU4OGypEKbQvoK1U nYx2xmB8OZ4qNCXpiKVeE/e dit) Leaf Graphic Organizer
FOR: Check for understandin g and progress while students
Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.
Relaxing music can be played in class throughout the entire unit and while students work if it is desirable. SmartBoard Google Presentation: The Giving Tree (https://docs.google.com/a/ ualberta.ca/presentation/d/1 x6qU6PJU4OGypEKbQvoK1U
Unit Plan Template U of A/RDC Middle Years Program procedures and effects in drawing, painting, printmaking, sculpture, fabric arts, photography and technographic arts. Concepts D. Sculpture Continue to make two- and three dimensional assemblages from found materials, reaching for more sophistication that at previous levels.
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Students will be drawing ideas for their leaves in the sketchbooks. These drawings will be in pencil and will include a drawing for each, two, of the clay leaves that they are going to create. Clay sculpting tools will be explained to students so they have the chance to use possible ideas in their sketches. This could include any details they discover by looking at the texture sheets, fettling knife, etc. Students should also be using their leaves for inspiration in their sketchbooks. One of their leaves will be a direct representation of the real-life version of that leaf and the other will be whatever creative representation the student wants to create. There are plenty of ideas on the Google Presentation for the unit. Of course, students are free to create any array of ideas for the second leaf.
EXPRESSION PURPOSE 5: Students will create an original composition, object or space based on supplied motivation Component 10 (ii)
Following the Google Presentation:
Component 10 (iii) MEDIA AND TECHNIQUES: Students will use media and techniques, with an emphasis on
Teacher will show a YouTube video on making clay leaves before students begin creating their own leaves. (http://youtu.be/H-ZLH2eT4ao)
Teacher will go over safety, techniques and tools of working with clay again. Each student will get a Clay Modelling Tools Terms and gather materials listed for their “station� and be ready to follow instructions to begin making their clay leaves.
Teacher and students will work with their clay at the same to ensure that proper techniques are seen and followed.
work through their sketches and the explanation of clay working tools.
OF: Students will have the choice of choosing between leaf one or two to be graded. FOR: Red yellow and green cup while working with their clay.
Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.
nYx2xmB8OZ4qNCXpiKVeE/e dit) Sketchbooks and Pencils Clay Sculpture Tools: -Wedge -Pin Tool -Cutting Wire (Fishing Line) -Fettling Knife -Putty Knife -Sorted Wood Ribs -Texture Sheets -Sponge -Paper Towel -Small Container of Water -Collected Leaves from Outside Rubric for Leaf SmartBoard Google Presentation: The Giving Tree (https://docs.google.com/a/ ualberta.ca/presentation/d/1 x6qU6PJU4OGypEKbQvoK1U nYx2xmB8OZ4qNCXpiKVeE/e dit) Making clay leaves. (2014). Youtube. Retrieved from: http://youtu.be/HZLH2eT4ao
Unit Plan Template U of A/RDC Middle Years Program more indirect complex procedures and effects in drawing, painting, printmaking, sculpture, fabric arts, photography and technographic arts. Concepts D. Sculpture Continue to make two- and threedimensional assemblages from found materials, reaching for more sophistication that at previous levels.
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EXPRESSION PURPOSE 5: Students will create an original composition, object or space based on supplied motivation Component 10 (ii) Component 10 (iii) MEDIA AND TECHNIQUES: Students will use media and techniques,
All details are within the Google Presentation. There will likely only be time to create their first leaf within this class. Important: Once clay leaves are done, ensure that students create a hole for ribbon to be looped through and to hang on “The Giving Tree�.
Students will be asked every 10 minutes how they are doing as teacher walks around.
Sketchbooks and Pencils Clay Sculpture Tools: -Wedge -Pin Tool -Cutting Wire (Fishing Line) -Fettling Knife -Putty Knife -Sorted Wood Ribs -Texture Sheets -Sponge -Paper Towel -Small Container of Water -Collected Leaves from Outside Clay Modelling Tools Terms Handout
Following Google Presentation: Teacher will go over safety, techniques and tools again with students. Students will create their second leaf within this class out of clay. Encourage much creative expression and representation with this second leaf. It can be anything they want it to be. See Google Presentation for details, examples and ideas.
OF: Students will have the choice of choosing between leaf one or two to be graded. FOR: Red yellow and green cup while working with
Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.
Block of Modelling Clay SmartBoard Google Presentation: The Giving Tree (https://docs.google.com/a/ ualberta.ca/presentation/d/1 x6qU6PJU4OGypEKbQvoK1U nYx2xmB8OZ4qNCXpiKVeE/e dit) Sketchbooks and Pencils Clay Sculpture Tools:
Unit Plan Template U of A/RDC Middle Years Program with an emphasis on more indirect complex procedures and effects in drawing, painting, printmaking, sculpture, fabric arts, photography and technographic arts.
their clay. Students will be asked every 10 minutes how they are doing as teacher walks around.
Concepts D. Sculpture Continue to make two- and threedimensional assemblages from found materials, reaching for more sophistication that at previous levels.
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Component 10 (iii) MEDIA AND TECHNIQUES: Students will use media and techniques, with an emphasis on more indirect complex procedures and effects in drawing, painting, printmaking, sculpture, fabric arts, photography and technographic arts.
Following Google Presentation: Students will continue to work on their two leaf projects. Since the clay leaves will be completely dried by this point, students can begin to paint and decorate in this class.
AS: Students are encouraged to express themselves through their second leaf, making it as unique as possible. FOR: Teacher continues to walk around and help students as needed.
*In this unit we are using modelling clay which does not require to be fired when dry. However, if this type of clay was not used and it was required to be fired, additional steps would need to be taken to do so. Additional information and resources would also need to be provided to students about the process of firing clay and the precautions to do so successfully. *
Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.
-Wedge -Pin Tool -Cutting Wire (Fishing Line) -Fettling Knife -Putty Knife -Sorted Wood Ribs -Texture Sheets -Sponge -Paper Towel -Small Container of Water -Collected Leaves from Outside Block of Modelling Clay
SmartBoard Google Presentation: The Giving Tree (https://docs.google.com/a/ ualberta.ca/presentation/d/1 x6qU6PJU4OGypEKbQvoK1U nYx2xmB8OZ4qNCXpiKVeE/e dit) Sketchbooks and Pencils Paint, Glaze, Paint Brushes,
Unit Plan Template U of A/RDC Middle Years Program
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Concepts D. Sculpture Continue to make two- and three dimensional assemblages from found materials, reaching for more sophistication that at previous levels. EXPRESSION PURPOSE 5: Students will create an original composition, object or space based on supplied motivation Component 10 (ii) SUBJECT MATTER: Students will develop themes, with an emphasis on global awareness, based on: B. Environments and places
Paint Tray, any Decorative Materials for Leaves
Set leaves aside for paint to dry completely before hanging on “The Giving Tree”.
“The Giving Tree”
Following Google Presentation: As a class, hang leaves on “The Giving Tree” with ribbon. Leaves are now ready to for our fundraising event. Time to talk about issues from a global and local perspective. Details on Google Presentation. What are some issues in the world today? -poverty -war -bullying/cyber-bullying -global warming -”save the earth”/reduce, reuse, recycle What are some issues in our community today? -hunger/food banks -homeless people/clothing -blood donor clinics -housing for disabled people -funding for education -quality housing for seniors
AS: Students will reflect on the presentation and how they can make a difference.
SmartBoard Google Presentation: The Giving Tree (https://docs.google.com/a/ ualberta.ca/presentation/d/1 x6qU6PJU4OGypEKbQvoK1U nYx2xmB8OZ4qNCXpiKVeE/e dit)
FOR: The charity that Ribbon to Hang Leaves students choose “The Giving Tree” shows an understandin Journal and Pencils g of what was discussed.
Students will then take time to research charities, and chat Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.
Unit Plan Template U of A/RDC Middle Years Program about their experiences thus far. Lastly, students will write a reflection on what they learned from the unit thus far and the class discussion on perspectives.
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EXPRESSION PURPOSE 5: Students will create an original composition, object or space based on supplied motivation Component 10 (ii) SUBJECT MATTER: Students will develop themes, with an emphasis on global awareness, based on: A. Plants and animals B. Environments and places
EXPRESSION PURPOSE 5: Students will create an original composition, object or space based on supplied motivation Component 10 (ii) SUBJECT MATTER: Students will develop themes, with an emphasis on global
Address the overarching unit question: How can we make a difference in our community and world? For the first half of this class, students will be broken into smaller groups to research the charity we are supporting within the community. They will each have their own tech device to do this research in the class and within their groups. In the second half of class, we will come together and discuss what we have learned about this charity and how we can “give� back on a local and/or global basis. Students will then make posters to advertise our fundraising event. The money raised at this event will be donated to a charity of the classes choosing. The event will be an art show at the end of the school year where students will display and sell art works created throughout the school year and donate the money to a charity of their choosing. During the first half of this class, there will be a guest speaker that comes in from a local charity. This speaker will talk to the students about subjects such as the importance of charities and what they do in our communities and how we can make a difference, even within our own art class. Following Google Presentation: At the end of this class, students will make a collective decision about the charity they would like to donate money from their art fundraising to. Even though the art
FOR: Students will create and design posters for fundraising for the desired charity.
SmartBoard Google Presentation: The Giving Tree (https://docs.google.com/a/ ualberta.ca/presentation/d/1 x6qU6PJU4OGypEKbQvoK1U nYx2xmB8OZ4qNCXpiKVeE/e dit) Devices for Research (*book school laptops*), Poster Paper, Markers
AS: Enhance the material learned, make material relatable and real world. Start a fire within students to want to
Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.
Guest Speaker from a Charitable Organization SmartBoard Google Presentation: The Giving Tree (https://docs.google.com/a/ ualberta.ca/presentation/d/1 x6qU6PJU4OGypEKbQvoK1U nYx2xmB8OZ4qNCXpiKVeE/e
Unit Plan Template U of A/RDC Middle Years Program awareness, based on: A. Plants and animals B. Environments and places
show is not until the end of the school year, it is important for students to know what cause they are creating art to raise money for. This gives them a larger perspective of their community and world and helps them realize how they can impact it in a positive way, through art.
make a difference in the world around them.
Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.
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Unit Plan Template U of A/RDC Middle Years Program
Appendix - Resources What resources could you potentially use to enhance the unit and broaden the student experience and understanding about your topic? Consider audio, visual, technology, literature and community. Use APA formatting for your resources. Teacher Instruction Audio Relaxing music can be played in class throughout the entire unit and while students work if it is desirable.
Visual
Technology
Google Presentation (https://docs.google.com/a/ualberta.ca/presentation/d/1x6qU6PJU4OGypEKbQvoK1UnYx2xmB8OZ4qNCXpiKVeE/e dit#slide=id.p) Fundraising from the rockies to the rainforest: A young artist. (2011, 12 19). Youtube. Retrieved from: http://www.youtube.com/watch?v=oLHhpvnF0mk
Literature
Making clay leaves. (2014). Youtube. Retrieved from: http://youtu.be/H-ZLH2eT4ao Any books on Clay/Sculpture for resources and ideas
Community
Guest Speaker, School Fundraiser (School Art Show)
Other Resources Alberta Education. (2014). Programs of study. Retrieved from Alberta Education: https://education.alberta.ca/teachers/program.aspx Materials & Tools: Modelling Clay, Wedge, Pin Tool, Cutting Wire (Fishing Wire), Fettling Knife, Putty Knife, Sorted Wood Ribs, Texture Sheets, Sponge, Paper Towel, Small Container of Water, Leaves from Outside, Paint, Paint Brushes, Glaze, Paint Tray, Ribbon, Sketchbooks, Journals, Poster Paper, Markers, Pencils Handouts: Leaf Graphic Organizer, Clay Modelling Tools Terms, Rubric for Leaves
Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.