Fire and Ice BuildaBridge Artology 2012 Curriculum by BuildaBridge International

Artology 2012 Curriculum Fire & Ice

Developed and Written by Lead Teachers: Alexis Kiesel (Science) and Elizabeth Latham* (Art) and Jamaine Smith, Artology Education Director With Contributions by: Bridging the Gaps, Drexel University, Community Health Partnership Interns: Debra August, Creative Arts in Music Therapy Leeanne Griffith, School of Medicine Amy Lu, Creative Arts in Art Therapy Sharon Song, School of Medicine

*Developed in conjunction with The Violette de Mazia Foundation

Table of Contents:

Introduction – Artology Educational Philosophy Program Goals Artology 2012 Curriculum Overview Week 1: The Five Senses 1.1 Five Sense Fact Finding 1.2 Looking Closely 1.3 Macro Vision 1.4 Listening Closely 1.5 Engaging the Five Senses to Explore Habitats 1.6 How Does Your Garden Grow? 1.7 Fire, Ice, and Everything Nice: A Green Mural 1.8 Sense Stimulation at P.M.G Week 2: Surroundings 2.1 Shaped by Fire and Ice: The Present 2.2 Picture Rock From Water 2.3 Shaped by Settlers 2.4 Reflections on Nature in Poetry 2.5 Shaped by Fire and Ice: The Past 2.6 Fire Balls & Ice Cubes 2.7 Our Changing Climate 2.8 Changing Shape 2.9 Artists and their Surroundings Week 3: Space 3.1 Exploring Space Command 3.2 Life on Fire and Ice 3.3 Our Galaxy: Inside and Out 3.4 Ancient Astronomy 3.5 Collisions in Space 3.6 Capture the Sun 3.7 Space Ball Week 4: Deep Sea 4.1 The Aquarium or Seaport Museum 4.2 Animal Adaptation and Ms. K’s Laboratory 4.3 Wild and Wacky Adaptations of the Deep 4.4 Seeing in the Deep 4.5 If I Was a Fish in the Deep Blue Sea… 4.6 Bioluminescence and Black Lights Party! Week 5: Survival 5.1 The Liberty Science Center

4 8 9 11 12 14 17 20 22 24 26 29 31 32 36 39 43 45 48 50 53 55 57 58 60 62 65 67 70 72 74 75 77 79 83 86 88 90 91

5.2 Critical Thinking â&#x20AC;&#x201C; The Key to Survival 5.3 Survival Mode 5.4 Orienteering at the Wissahickon Environmental Center 5.5 Physiology and First Aid 5.6 Need for Knots 5.7 Survivor Field Day Celebration Pennsylvania State Education Standards Connections Field Trips Appendix

92 94 98 100 102 104 109 117 118

Introduction:

Artology Educational Philosophy (Written by Charlene Melhorn et. al, Artology 2008)

The Power of Local Learning: Artology is based on the belief that beauty, meaning, and intriguing learning opportunities can be found by exploring the local community. Hence, Artology’s curriculum is heavily influenced by the assets of its local community. All of Artology occurs within the city of Philadelphia and even more specifically in the northwest region where the Artology program is held. Wherever Artology is implemented its lessons and structure should be adjusted to best suite and utilize the local assets. By remaining local, students are introduced to safe and exciting opportunities within their own communities, or not far from their communities. This not only keeps program costs lower, it also helps students be more likely to return to these learning sources. Another related foundational Artology principle is: We can creatively use (or reuse) what we have. This teaches students many of whom have very limited resources an important survival skill. It also leads to important discussions about civic and environmental responsibility. This does not mean that outside or non-local trips should be completely avoided, but instead should be limited and better used as final reward trips.

The Power of Real Learning: As often as possible, Artology occurs outside the traditional classroom and is designed to promote encounters with the real world. Many of our students come from intense lives filled with anxiety and tactile needs for food, space, safety and affection. This intensity competes for a child’s attention and learning capacity. Traditional learning through worksheets, rote memorization, and lecturing repeatedly fails these students. Instead, Artology embraces an outdoor world brimming with life lessons and academic learning, a world that engages and stimulates all 5 senses. It matches students’ realities, satisfies their need for healthy risk taking and hence creates additional mental space for reflective, future, and abstract thinking, a respite from the survival “tyranny of now.” All students can benefit from Artology learning, but especially those coping with risk factors and struggling in traditional classrooms. Guided by mentoring adults, Artology places students into the mix of the real, raw, and at times unpredictable world. For example, in Artology 2008, our first outdoor excursion was interrupted by a rain storm. A potentially frantic situation was normalized by calm and caring adults who began to see

alternative learning opportunities instead of a ruined day. The interruption provided an opportunity to witness firsthand the power of water rushing to find lower ground and elevation’s impact on the formation of permanent waterways. In other trips we experienced the cycle of life as we stumbled across a bleeding chipmunk struggling to catch its last breaths. We also witnessed the rarely observed transformation of a cicada emerging from its old skin and slowly unfurling its new wings. To the alert and flexible teacher, life lessons appear nearly everywhere. Peter London, author of “Step Outside: Community Based Art Education” describes the dilution of learning as students become further and further removed from real experiences: It is one thing to witness a wild tiger in its natural environment. It is another to see it through bars in a zoo and still another to look at tiger pictures in a science book or to discuss a painting depicting tigers in a museum. Artology keeps students close to the raw in order to foster potent learning and art making. After all, this is the practice of the best artists and scientists: being willing to have personal encounters with subjects and being willing to accept the associated risks… getting dirty, traveling long distances, meeting new people etc.

The Power of Interdisciplinary Learning: In most schools subjects/disciplines are being taught as they have been for years, in different time periods, in different classrooms, or by different teachers. However, this does not reflect the real life experiences that we encounter on a regular basis. For instance, a visit to the grocery store requires math to compare pricing and adhere to a budget. Health, nutrition, and biological knowledge effect consumer product choices just as the marketing goals of product design, store design, and overall food aesthetics. Sociology can be employed to discuss who frequents the grocery store, where do they come from, and how much are they willing to pay for a 1 pound of apples. A quick read of any product’s ingredient list will reveal a host of chemistry. History is everywhere in the people, the building, and the products. In real life, disciplines are a web of interacting and overlapping occurrences. By approaching the same subjects from multiple disciplines and perspectives students are more likely to find their own point of entrance/engagement and ultimately gain a deeper and more holistic understanding. Students who may have never considered science interesting can sometimes find a back door interest through artistic connection. Usually students are initially attracted to either the art or the science of Artology, but after going through the program they often grow an appreciation for both disciplines. Alternately, Artology may simply help students affirm their affinity towards one or the other. In either case the core similarities between the two disciplines (i.e. observing, classifying, measuring,

comparing and contrasting, recognizing patterns, formulating hypothesis, and experimenting) prepare students for the pursuit of their choice, or nearly any other pursuit for that matter. Interdisciplinary learning forces teachers and students alike to locate points of intersection and practice these overarching thinking skills that are transferable to any discipline. Even when the different disciplines don’t directly connect Artology helps students shift more easily between different kinds of thinking, in particular, left and right brain thinking as well as abstract and concrete, rational and intuitive, lineal and non-lineal, analytic and relational, objective and subjective, verbal and non-verbal. Practicing this ability to shift from one type of thinking to another may be especially effective for at risk students stuck in concrete, non-verbal modes. Becoming “unstuck” will be critical for their survival in traditional school where left thinking (i.e. Abstract, rational, lineal, analytic, objective, verbal, etc.) dominates.

The Power of Multi-Intelligence Learning: Multi or inter-disciplinary learning also increases the options for addressing students’ different learning styles and intelligences. Every student learns differently and has unique strengths. Artology recognizes and integrates Howard Gardner’s multiple intelligences: verbal-linguistic, logical-mathematical, visual-spatial, tactile-kinesthetic, musical-rhythmic, naturalist, interpersonal, and intrapersonal. Drumming and journaling may not seem critical to learning objectives, but they are the start and finish of everyday at Artology. Drumming provides places for tactile-kinesthetic, musical-rhythmic learners to shine just as journaling provides outlets for verbal-linguistic, intrapersonal learners. These two practices create stability through rituals in addition to helping all students focus energies and practice reflection. All too often certain disciplines can get caught in learning style ruts. For example, for many years art history was taught through slide lectures and rote memorization. Some learners (visual/spatial and logical) may have thrived with this teaching method. However, by only utilizing these methods the door into the world of art and history was narrowed. Many students weren’t interested in the content simply because they weren’t engaged by the delivery. The door to art history can be widened by simply applying scientific inquiry and experimentation. Instead of only seeing a slide of an artist’s work, students could test the artist’s methods and paint usage for instance. They could hypothesize the results and connect through their own tactile-kinesthetic experience. Or students could create discussion groups and interview forums

gauging audience response to an artistâ&#x20AC;&#x2122;s work while practicing interpersonal skills. The options become more diverse and the experiences richer when interdisciplinary learning meets multi-intelligence learning.

Program Goals Artology has 5 overall goals: Goals 1. Awaken curiosity and increase internal motivation toward learning (Internal Locus of Control).

Indicators - Asks increasing original questions - Takes initiative beyond lesson expectations without prompting. - Puts in extra time on projects or chooses to work during “free” time without expecting a particular reward.

2. Increase artistic skill and knowledge in the sciences and help students meet the Pennsylvania Academic Standards for the arts and sciences.

- Properly and safely uses materials and tools - Demonstrates knowledge of vocabulary and concepts. (Pre-Post Test) - Can accurately observe and record objects artistically and scientifically

3. Increase Awareness of Environmental Issues and Acceptance of Public Responsibility

- Practices the three “R”s: Reduce, Reuse, Recycle and can articulate why they are important. - Demonstrates respect for the natural world and life in general. - Understands and demonstrates role as citizen and steward.

4. Increase awareness of, familiarity with, and safe practices within local Philadelphia Parks and natural environments.

- Demonstrates feeling safe and confident in natural environments (reduction of fear and fear based behavior) - Demonstrates and practices safe interactions with nature. - Shows or acts upon desire to re-visit parks beyond schedules times. - Connects artistic and scientific learning with real life circumstances and wisdom. - Makes decisions based on learned wisdom - Follows directions and adheres to behavior expectations. - Shifts from seeking attention for bad behavior to seeking attention for good behavior.

5. Increase life wisdom, understand choice consequence, and decrease acting out behaviors.

Artology 2012 Curriculum Overview Introduction Artology 2012 is 5-Week Program designed with a wide range of lessons and experiences to:       

spark Artologists’ interest in different areas of Science and Art emphasize how Science and Art exist interdependently develop an appreciation for nature encourage environmental responsibility develop character skills such as an appreciation for diversity and differences encourage creativity in different Art forms, supply Artologists with basic first aid and survival skills.

Artologists will not simply spend their time in classrooms, but in “Labs” where “Artological Experiences (the active teaching and learning of science-art integrated experiments and activities) take place. These labs occur inside our facilities and outside during “Field Work” exercises. During field-work, Artologists canvas local parks, educational institutions, research labs, and museums for information to take back into their labs for experimentation and activities. Theme The program is based on the over-arching theme of “Fire and Ice (Hot and Cold)”. This theme provides many opportunities for learning in each our skill development areas (Artistic, Scientific, Spiritual/Character, and Academic). Hence, to provide Artologists with many interesting, educational, and fun experiences, each week of the program is split into sub-themes influenced by “Fire and Ice”: Week 1: The Five Senses Our introductory week in which students will learn how to use their five senses with intention in the lab, outside during field work, and during “Artological experiences” in one of our local parks or other field work sites! Artologists will learn how to use instruments such as the microscope as well as understand the correlation between the magnification of a microscope and that of a digital camera as they try their hand at macro photography! Week 2: Our Surroundings Artologists will venture out into various field work sites within Philadelphia to explore the origin of the land that holds up their great city. Artologists will learn how the land was shaped by fire and ice, their potential impact on their environment, as well as create art pieces inspired by rock formations and the work of legendary artist Paul Cezanne.

Week 3: Space Artologists will move beyond the familiarity of Philadelphia and focus their sights above on our vast Solar System. Students will receive a fun, hands-on introduction to space research and planets of Fire and Ice during a trip to field work site Franklin Institute. Students will then capitalize upon their newly found knowledge by creating their own galaxies using the “Suminagashi” technique, as well as participate in a newly created game of “Space Ball” in which students are planets in orbit who must dodge incoming asteroids and meteorites. Week 4: Deep Sea From high above to down deep below, Artologists will explore the still largely unknown depths of the Deep Sea. Students will learn about adaptation and how deep sea creatures use adaptations to survive in the extreme cold of their deep see environment. Students will have the opportunity to visit the research lab of one of their Lead Teachers, create their own deep sea creature, and participate in a Bioluminescence Party. Week 5: Survival The last week of Artology, Artologists are thrust into survival mode. Artologists will travel to field work sites such as Liberty Science Center to review many of the things they learned in previous weeks and the Wissahickon Environmental Center to learn how to use a map and compass in order to navigate through the woods. Artologists will learn first aid skills, how to effectively use both fire and ice to survive, team work, how to act in an emergency situation, and participate in a cumulative event of fun, sharing, and recap. Influences The 2012 Artology Curriculum meets Pennsylvania State Academic Standards for the Arts & Humanities, Science and Technology and Engineering Education, and Environment and Ecology. It also is influenced by the idea of Virtues taken from The Virtues Project. Many of our character/spiritual development outcomes focus on the development of virtues. All lessons follow the BuildaBridge Classroom Model and utilize the BuildaBridge Motto and Classroom Rules (See Appendix for examples).

Artology 2012 Fire and Ice Curriculum Week 1: June 25th – June 29th, 2012 Theme: Our Five Senses Lessons: 1.1: Five Sense Fact Finding 1.2: Looking Closely 1.3: Macro Vision 1.4: Listening Closely 1.5: Engaging the Five Senses to Explore Habitats 1.6: How Does Your Garden Grow? 1.7: Fire, Ice, and Everything Nice: A “Green” Mural 1.8: Sense Stimulation at PMG 1.9: The Making of Glass COLOR KEY Lesson Number Ms. K and Ms. L same lab Ms. K and Ms. L Same Field Work Ms. L’s Lab or Field Work Ms. K’s Lab or Field Work

Monday June 25th, 2012 Curriculum Project Title: Artology Lesson Title: Five Sense Fact Finding Lesson No. 1.1 Teacher Name and contact information: Alexis Kiesel and Elizabeth Latham* Lesson Overview & Goal: Students will identify and learn to use their five (5) senses with intention. They will also learn to use scientific techniques to meet the lesson goal of intimate exploration and reflection upon their surroundings. Students will be made conscious of the impact of their surroundings on their five (5) senses. Students will also learn how the use of the five (5) senses is a common factor in Science and Art. Message/theme/metaphor:  Patience and attention to detail can bring about surprising discovery. Lesson Objectives: Students will: 1. Become familiar with the scientific method. 2. Establish what they are aware of at the beginning of camp (scientific skills, social skills, art skills, academic skills, etc.). 3. Express their thoughts and perception (choice of words, articulation of thoughts, etc. will be used for before and after assessment) 4. Engage in careful, critical reflection on new experiences and skills. 5. Observe stimulus objects using all five (5) senses. 6. Explore a new way of looking at their environment. Measurable Outcomes: By the end of this lesson… Art Skills: Science/Academic Skills: 100% of students will be able to define a picture as a 2-Dimensional surface with colors and shape as measured by journal reflection.

100% of students will be able to describe how they used their 5 senses as measured by verbal communication, note taking, and journal entries. 60% of students will be able to describe the basics of the scientific method as measured by performance based assessment.

Social Skill:

Character/Spiritual:

90% of students will be able to communicate observations and thoughts to another student as measured by observation of interactions during the “Grape Activity” pair up. Vocabulary Words: Scientific Method Senses

75% of students will develop compassion for those with a sensory impairment as measured by verbal dialogue during reflection time.

Surroundings Sensory Impairment

Picture Compassion 2-Dimensional Color shape Lesson Breakdown:  Welcome Ritual: Threshold, Artology MOTTO and RULES (10 min) (See Appendix for Copy of Motto and Rules)  Introductory Activity (20 mins) o Students will play “two true, on false” icebreaker  Main Lesson (Both Ms. K and Ms. L simultaneously) (25 mins) 5 senses activity, students will explore a grape using their senses and the scientific method. o Students will receive a more detailed explanation of the scientific method later in the week, for this activity they will just be instructed to think of questions about the grape, use their 5 senses to gather information, construct a hypothesis about it and then test. For example, “Is the grape sour?” Smell, touch and see it. Can the student tell by using any senses other that taste? The student can eat it and discover information in support of or against their hypothesis. o As a group students will compare and contrast grapes with pictures of grapes, students will be led by teacher to discover what a picture is  Conclusion (10 mins) o Students will be given an opportunity to look at the same picture later, and their ability to accurately describe it should increase. Students will be asked if any of the tasks completed would be difficult if they did not have one of their five senses. How would they feel if they could not see, hear, touch, smell, or taste? Teacher will touch on sensory impairments. o Final Activity:  Students choose a picture from a pile and write in journal, answering the question “What do you see?” Pictures will be of various plants, animals, and the like in different ranges of magnification.  Supplementary Books, Websites or CD’s Materials & Supplies Scientific Method Chart Pictures http://www.kidcyber.com.au/topics/body_senses.htm Grapes Journals Pens/Pencils Evaluation methods(s) selected. performance-based assessment- completing grape activity

Monday, June 25th, 2012 and Tuesday, June 26th, 2012 Curriculum Project Title: Artology Lesson Title: Looking Closely Lesson No. 1.2 Teacher Name and contact information: Alexis Kiesel Project Description/Overview: Artology Lesson Overview & Goal: With a special emphasis on the sense of Sight, students will learn how to look closely at aspects of their environment including water, soil, insects, and the like through the use of scientific instruments such as microscopes, magnifying glasses, and specimen jars. Students will develop an appreciation for “looking closely”. Message/theme/metaphor: 

Sometimes in life we must take the time to look more closely at situations or people in order to understand them better. Lesson Objectives: Students will: 1. Become familiar with scientific tools. a. Effectively learn the parts of a microscope, how to prepare and view microscope slides, and how to view these slides. b. learn how to utilize field guides on birds, trees, and insects, c. effectively use magnifying glasses, hand held microscopes, and specimen jars/bug boxes 2. Identify differences between plant and animal cells 3. Compare and contrast water samples in order to gage ecosystem health Measurable Outcomes: By the end of this lesson… Art Skills: Science/Academic Skills: 100% of students will be able to the scientific 100% of students will be able to utilize instrument microscope as measured by observational skills and translate their findings performance based assessment of actually into artistic expression as measured by drawings using a microscope. of found objects in journal entries and on data sheets. 90% of students will be able to use field guides as measured by authentic assessment.

Social Skill:

70% of students will be able to identify and describe the differences between clean and polluted water as measured by verbal dialogue, artistic assignments, and note taking on data sheets. Character/Spiritual:

90% of students will be able to effectively work as a team member in a group as measured by results from water and specimen collection

90% of students will be able to practice selfreflection as measured by reflection in journals.

during field work. 100% of students will share their findings in pairs Vocabulary Words: Scale organism ecosystem biodiversity invertebrate Part One: (field work at the Inn at Valley Green Lesson Breakdown:   

Welcome Ritual: (10 min) o Threshold, Artology MOTTO and RULES Introductory Activity (5 mins) o Brief introduction on using field guides, magnifying glasses, hand held microscopes, and specimen jars/bog boxes. Main Lesson – Students will travel to forbidden drive (@1:00 pm) (40 mins) o Students will use the sense of sight to explore their environment. Students will be split into small groups with an adult leader, and will collect samples from their environment. They will be encouraged to use tools to see the natural world in more detail. Students will be instructed to turn over logs, dig under leaves, move rocks and collect small invertebrates or interesting non-living objects. Students will also be allowed to walk to shallow sections of stream and search for minnows, tadpoles and invertebrates. These animals may be collected as well, or drawn if they are difficult to catch or too large to bring back to the group. o Students will also be encouraged to take note of the shape of the land and the types of plants that are present. These observations will be followed up in future lessons on geology and history of Pennsylvania settlement o Students will circle up and share what they have found with the group. “What was the most interesting thing you found or saw?” “Were they surprised at the number of small things that were living beneath their feet?” o Students will collect water samples using vials (with an adult) to be analyzed in the classroom on the following day

Part Two: (In the Lab, on Tuesday)  



Welcome Ritual: Threshold, Artology MOTTO and RULES Pre-assessment: (10 mins) o Students will be asked how many have seen/used a microscope before, and be introduced or given a review on how to use a microscope. Instructor will explain the parts of a microscope and the proper technique for changing the focus. Then instructor will model how to add water to the well of the slide and place a cover slip on top Introductory Activity (10 mins) o Teacher will introduce students to the “Scale of Universe” website. “Scale of Universe” is an interactive website that allows students to compare the scale of the smallest known physical structure to the size of the known Universe.



Body of Lesson (1 hour, 20 mins) o Students will examine prepared slides of plant and animal cells and will be asked to distinguish differences, followed by a discussion on the differences between plants and animals (first on a macro scale, then cellular). Instructor will use cell models to draw attention to features such as organelles, cell walls etc. o Students will take samples of tap water, classroom aquarium, water from local water sources (polluted and healthy) and examine using the microscope. o Students will be asked to identify any plants or animals within their sample. Then they will make comparisons – did one have more living organisms? Why do they predict that there was more in one location than another? o Introduce the ideas of biodiversity in ecosystems, and why it matters to scientists. (Can tell you how clean the water is by what is living there, may be important for conservation concerns – more diverse areas are more important to preserve) Students will fill a prepared data sheet to document what they see in their slides o Students look at moss under the microscope in preparation for moss activity later in the week. Do they notice any special structures? Is this a plant or animal?  Conclusion (10 mins) o Students will be asked what they have learned about the microscopic world. o Questions: “Would you be able to see what you saw if you did look more closely?” o Sometimes in life, we must look more closely at people, situations, etc. in order to really understand why they are the way they are. There is always more than meets the eye. Instead of using a microscope to look more closely, you can engage in conversation, or ask questions to understand a situation better. Supplementary Books, Websites or CD’s Materials & Supplies Book on small to large scale Microscopes, prepared slides, water samples, well slides, cover slips, buckets for used slides, moss, data Sheets, images illustrating scale Evaluation methods(s) selected. oral pre-post test

Monday, June 25th, 2012 and Tuesday, June 26th, 2012 Curriculum Project Title: Artology Lesson Title: Macro Vision Lesson No. 1.3 Teacher Name and contact information: Elizabeth Latham* Project Description/Overview: ARTOLOGY Lesson Overview & Goal: The goal of this lesson is to encourage students to engage with their environment on a more intimate level, while honing their sense of sight. This lesson will also introduce students to the notion that artists communicate their experiences with the world through their art. Message/theme/metaphor: 

Taking the time to look closely can result in discovering something new or unexpected.

Lesson Objectives: Students will: 1. Use their sense of sight and a camera’s zoom lens to explore the natural world. 2. Learn technical vocabulary of digital photography and photography skills by hands on instruction 3. Use cameras to capture their experience of looking closely. 4. Practice the scientific process of collecting 5. Develop a sequence of images based on visual cues. Measurable Outcomes: By the end of this lesson… Art Skills: Science Skills: 75% of students will be able to work a digital camera’s zoom lens to capture clear focus macro photographs as measured by authentic assessment. 100% of students will be able to crop a rectangular image into a square image as measured by authentic assessment. Social Skill: 80% of students will be able to equally share equipment without consulting the teacher as measured by teacher observation. Vocabulary Words: Sequence Lens Macro

100% of students will know and explain scientific processes of collecting and sampling as measure by oral description. 90% of student will be able to identify and collect images of patterns in the natural world as measured by authentic assessment. Academic: 50% of students will know the definition of sequence and be able to create sequences based on visual elements as measured by authentic assessment and oral description. Pattern Cropping Shutter

Zoom Digital Photography focus clarity Lesson Breakdown:

Shutter release Sample Collect

Part One: (field work at the Inn at Valley Green)  Welcome Ritual: (10 min) o Threshold, Artology MOTTO and RULES  Introductory Activity: (5 min) o Students participate in “ZOOM”: a picture sequencing activity  Pre-assessment: (10 min) o Teacher and students engage in a discussion about parts of a digital camera during which teacher assesses students’ knowledge of cameras through a series of questions  Body of the Lesson: (35 min) o Teacher demonstrates use of digital camera’s zoom lens, shows examples of macro photography and patterns in nature. o Students work in pairs to capture a series of photographs in sequence that use the zoom function on their cameras o Students work in pairs to capture a series of macro photographs that show patterns in nature.  Conclusion: (5 min) o Reflection Circle-Students will share their photographs with other groups on the digital camera’s LCD screen. Teacher and students engage in reflection upon the day’s work. Students share their experiences with looking closely, and give ideas about what they might do with the images they captured. Part Two: (In the Lab)   



Welcome Ritual: (10 min) o Threshold, Artology MOTTO and RULES Introductory Activity: (10 min) o Series Sequence- students work in pairs to sequence another pair’s zoom sequence from the day before. Body of Lesson: (50 min) o Students and Teacher discuss the process of sequencing are lead to discover the visual cues that lead our eye from one picture to the next o Teacher introduces the pattern sequence project o Students predict the number of different patterns found in yesterday’s photo shoot o Teacher reveals the number of patterns found and introduces the day’s project o Teacher demonstrates cropping from a rectangle to a square and painting from observation. o Students each choose a photograph from the photo shoot, and crop their photograph. o Students will work together to sequence their pictures according to visual cues and will hang their images in a grid Conclusion: (10 min)

o Reflection Circle: Students share about their experience in capturing and cropping their photographs. Students are asked to consider and discuss the following questions: How did your environment become a photograph? What happened to your environment in this process? Is your painting exactly the same as you environment? What does that show us about your experience? What is distortion? o Lab Clean Up Supplementary Books, Websites or CD’s Materials & Supplies Andy Goldsworthy DVD Rivers and Tides digital cameras ZOOM picture book journals and pencils Examples of macro photography tape scissors Evaluation methods(s) selected.   

Authentic Assessment teacher observation oral description

Tuesday, June 26th, 2012 Curriculum Project Title: Artology Lesson Title: Listening Closely Lesson No. 1.4 Teacher Name and contact information: Elizabeth Latham* Lesson Overview/ Goal: The goal of this lesson is to teach students the importance of listening and descriptive details in clear communication, while honing their sense of hearing and speaking skills. This lesson will also introduce students to the idea that everyone creates unique artworks based on their personal interests and experiences. Message/theme/metaphor: ď&#x201A;ˇ

Listening is key in the ability to clearly communicate with another person.

Lesson Objectives: Students will: 1. Give and receive drawing instructions to and from their peers. 2. Draw pictures based on sets of orally given simple instructions. 3. Develop active listening skills and place value on listening to others. 4. Practice communication skills by orally giving clear descriptive instructions to a peer. 5. Understand that all people interpret their experiences in different way based on their interests. 6. Understand the basic elements of the visual world and visual art. Measurable Outcomes: By the end of this lessonâ&#x20AC;Ś Art Skills: Science/Academic Skills: 100% of students will know and begin to describe five basic elements of art: color, light, line, shape, space as measured by oral recitation of CLLSS chant and creation of oral instructions during back to back drawing.

100% of students will be able to successfully work within a predetermined set of parameters as measured by observation and authentic assessment.

Social Skill:

Character/Spiritual Skill:

90% of students will be able to listen closely to and directly apply the instructions of their peers the teacher as measured by authentic assessment and written reflection in journal.

75% of students will use the virtue of consideration as measured by direct observation.

85% of students will know and give examples of descriptive language as measured by oral pre and posttest.

Vocabulary Words:

Color light line Lesson Breakdown:

space shape



Transition from Lesson 1.3 to 1.4: (5 min) o “A Seer’s Call” Chant  Introductory Activity/Pre-assessment: (15 min) o Can You See What You Hear? A short drawing activity in which students draw shape pictures based on a set of purposely vague instructions read by Teacher. o Reflection Circle: o Students hang their drawings and then are asked to consider and discuss the following questions: What did we use to create the picture? Are they all the same? Why or why not? What is descriptive language? Were the instructions you heard clear? How do you know? Would clear descriptive instructions make the task easier or harder? What is an example of a descriptive instruction?  Body of the Lesson: (15 min) o Teacher will demonstrate the “back to back” drawing activity. o Students will be broken up in to pairs o One student will act as the “artist” and will describe what they are drawing while sitting back to back with his/her partner o The partner will have to listen closely and draw what they hear from their partner  Conclusion: (5 min) o Reflection Circle:  Students will be asked to consider and discuss the following questions: How easy or difficult was it to come up with clear descriptive instructions? How easy or difficult was it to follow your partner’s instructions? What basic elements do artists use from the visual world to create visual art? How can these elements be used in the creation of descriptive instructions? Supplementary Books, Websites or CD’s Materials & Supplies “A Seer’s Call” on poster Drawing paper Pencils Markers Colored pencils Evaluation methods(s) selected.  Authentic assessment  written reflection in journal  oral pre and post testing  observation

Wednesday, June 27th, 2012 Curriculum Project Title: Artology Lesson Title: Engaging the Five Senses to Explore Habitats Lesson No. 1.5 Teacher Name and contact information: Alexis Kiesel and Elizabeth Latham* Lesson Overview/Goal: To directly engage students with nature and develop an appreciation for native plants and animals. To encourage students to use all of their senses to interact with their surroundings by seeing, smelling and hearing different kinds of habitats and the organisms that live within them. Message/theme/metaphor: 

There is beauty all around us. Diversity is an important part of this beauty.

Lesson Objectives Students will: 1. Learn how to identify plants and animals while in nature by using their five (5) senses to perceive external stimuli, and field guides to identify living things 2. Explore habitats within a wetland refuge 3. Understand “diversity” and how it exists in their lives and nature. Measurable Outcomes: By the end of this lesson… Art Skills: Science/Academic Skills: 100% of students will know how to use a field 100% of students will be able to replicate the guide as measured by the observation of field figure of an animal or plant as measured by guide use during activities. the completion of a drawing activity in which the figure is drawn and its parts labeled. 100% of students will have a working definition of “diversity” as measured by verbal dialogue and journal entries. 100% of students will be able to define “habitat” as measured by verbal dialogue.

Social Skill: 90 % of students will understand diversity and how it is reflected in their social lives as measured by verbal dialogue and journal entries.

80% of students will explain unique features of wetlands as measured by journal entries on the topic. Character/Spiritual Skill: 90% of students will feel respect for preserved natural areas, such as wetlands as measured by journal entries.

Vocabulary Words: Color light line shape

space species refuge habitat wetland conservation

Lesson Breakdown:  

Welcome Ritual: (10 min) o Threshold, Artology MOTTO and RULES Body of the Lesson: (field work at Tinicum) (All Day) o Students travel to the John Heinz National Wildlife Refuge at Tinicum. o In groups, students will “Explore the Habitats of the Refuge”, looking for different species of plants and animals within the various Habitats of the Refuge. Adults will assist the students in identifying plants and animals using field guides. o Students will then draw and label their findings and share. o Discuss diversity in this ecosystem and relate to diversity within the water samples they looked at yesterday. Does Tinicum support a rich variety of life forms? Is this surprising, considering the location? What does this tell us about the importance of conservation initiatives?

Supplementary Books, Websites or CD’s http://www.fws.gov/heinz/ee.htm (Tinicum Website) Evaluation methods(s) selected. Written/oral pre-post test

Materials & Supplies Paper Pencils, pens, colored pencils Magnifying glasses

Thursday, June 28th, 2012 Curriculum Project Title: Artology Lesson Title: How Does Your Garden Grow? Lesson No. 1.6 Teacher Name and contact information: Alexis Kiesel Lesson Overview & Goal: Teach the applications of the scientific method through hands-on experimentation using gardening under different treatment scenarios. Encourage interest in gardening and growing plants. Message/theme/metaphor: All life is interconnected. What we do affects others although we not immediately see the effects. Lesson Objectives: Students will: 1. Learn how to design their own experiments using a control, a predefined variable and a variable of their choosing. 2. Develop critical thinking skills by questioning which treatment group will grow the fastest and why 3. Understand that there is a connection between plants and animals at the community or ecosystem level. 4. Understand the effects of heat and cold on plants and their environments. Measurable Outcomes: By the end of the lessonâ&#x20AC;Ś Art Skills: Science/ Academic Skills: 80% of students understand the element of design as a blueprint for a project as measured by the design of a scientific experiment.

Social Skill: 100% of students will share their observations and experiment findings in pairs or small groups. Vocabulary Words: energy fertilizer experiment experimental condition

100% of students will be able to explain the needs of living things as measured by performance based assessment. 80% of students will be able to define the components of the scientific method as measured by hands on activities in which the scientific method is followed. Character/Spiritual Skill: 60% of students will feel gratitude for the plants that they eat.

terrarium control variable Pre-defined variable

Lesson Breakdown: 

Welcome Ritual: (10 min) o Threshold, Artology MOTTO and RULES  Pre-assessment: (5 min) o students will draw a habitat as a review of the field trip to Tinicum  Introductory Activity: (15 min) o Group will perform the “Plant Growth Dance” as a group, in which they will begin as seeds and grow up to reach towards the sun, bending with the storms o Group discussion of the needs of living things. How do plants and animals get energy, water, space and shelter? How are plants and animals interconnected?  Body of Lesson (1 hour 20 min) o Using the scientific method. Students will use the scientific method to devise an experiment to explore the needs of living things. Students will plant sunflower seeds in 3 conditions: Students will take 3 peat pots and fill #1 with soil (control), #2 with soil and fertilizer, and devise another experimental condition for #3 (suggestions include increased or decreased water or sun, 2x fertilizer etc.), and add 2 sunflowers to each. In their workbooks, students will make predictions about plant growth. Which condition do you predict will allow plants to grow tallest and quickest? What is the most important factor in determining plant growth? Can that be tested in your experiment? o Terrarium project introduction. Students will work together to assemble a terrarium using soil, plants and later adding insects. Students will complete a labeled drawing of their terrarium and answer questions about how each living thing will have its needs fulfilled within the terrarium. (How will the plant get food? What provides shelter for the isopod?) A Venn diagram may assist the students in analyzing what the needs are of different things in the terrarium and how they are fulfilled.  Conclusion o What do all living things need?  Post-Assessment activity Students will monitor plant growth over the coming weeks and pool their data (if possible) at the end of camp. Instructor will graph the results to determine which condition allowed for tallest plant growth. Students may then take their flowers home. Supplementary Books, Websites or CD’s Materials & Supplies Scientific Method Chart Sunflower seeds (2 per pot) peat pots (3 per child) Grow light Terrarium Soil Water Fertilizer Watering can Plants for terrarium Evaluation methods(s) selected. performance-based assessment

Thursday, June 29th, 2012 Curriculum Project Title: Artology Lesson Title: Fire, Ice, and Everything Nice: A Green Mural Lesson No. 1.7 Teacher Name and contact information: Elizabeth Latham* Lesson Overview/Goal: The goal of this lesson is to expose students to a nontraditional art material that, in the creation of a work of visual art, demands as much from sense of touch as much as it does our sense of sight. Students will gain understanding in the importance of our sense of touch and the use of our hands in the creation of art works. This lesson also challenges students to transfer and apply prior knowledge of habitats to gain new information. Message/theme/metaphor: 

We all live together in this habitat of Artology. We must work together to keep our relationships alive and healthy throughout the course of camp just like we are doing with our moss mural.

Lesson Objectives: Students will: 1. Develop a connection between sense of touch and the creation of art. 2. Draw from prior knowledge to draw new conclusions about habitats in specific states in North America. 3. Experiment with a nontraditional art making material, moss. 4. Compare and contrast traditional and nontraditional art making materials. 5. Understand how to use discarded materials for other purposes. Measurable Outcomes: By the end of this lesson… Art Skills: Science/Academic Skills: 100% of students will be able to turn a drawing into a stencil and use the stencil to create a mural sized image as measured by authentic assessment.

85% of students will know what moss needs in order to stay alive as measured by written “moss mural care plan”. 90% of and be able to describe why recycling is good for our environment as measured by oral description. 60% of students will be able to identify Pennsylvania, Hawaii, and Alaska on a map as measured by performance based assessment.

Social Skill:

Character/Spiritual Skill:

75% of students will display ability to 80% of students will practice the virtue of participate in teamwork as measured by direct cooperation as measured by direct observation observation. and oral reflection. 100% of students will understand the importance of agreeing to maintain positive healthy relationships with each other and their environment as measured by verbal dialogue and a written plan. Vocabulary Words: silhouette Stencil mural

climate habitat

Lesson Breakdown: (2 hours)  



Welcome Ritual: (10 min) o Threshold, Artology MOTTO and RULES Introductory Activity/Pre-assessment: (20 min) o Quick Review: What is a habitat? o Students will be split in to three small groups and each group will receive one of three states: Pennsylvania, Alaska, or Hawaii o Students are then challenged to act out the habitat as a group o Teacher and students work together to analyze the three habitats looking for similarities and differences of each based on the skits and pictures of each. o Students will create lists of the plants, animals, and climate found in each of these habitats. Body of the Lesson: (1 hour 20 minutes) o Teacher introduces the project and demonstrates the process of drawing simple landscape and animal silhouette shapes and cutting these shapes out to create a stencil. Stencils are made from discarded materials such as cardboard cereal boxes and plastic product wrapping. o Students stay in their groups and work together to create large silhouette shapes that go with their habitat. o Teacher demonstrates how to use stencils and moss milkshake to transfer the groups’ designs onto wood to create a moss mural. o Students transfer their designs onto the mural. Conclusion: (15 min) o Reflection Circle-Teacher and students will discuss outcomes of the moss mural make project. Students will come up with a plan to make sure the moss mural stays alive over the course of Artology camp. o Questions: Just like we developed a plan to make sure our moss mural stays alive over the course of Artology camp? How can we continue to keep our relationships with

other alive and healthy (respectful, encouraging, compassionate, etc.)? o Clean up and closing Supplementary Books, Websites or CD’s Artwork examples: Henri Rousseau, Landscape Photographs (HI, PA, AL)

Materials & Supplies Particle board Brown craft paper

Map of the US/World

Scissors Pencils Erasers Moss milkshake Large and medium sized paint brushes

Evaluation methods(s) selected.      

Authentic assessment: performance task observation oral pretest written posttest written plant care plan oral description

Friday, June 29th, 2012 Curriculum Project Title: Artology Lesson Title: Sense Stimulation at the Philadelphia Magic Gardens Lesson No. 1.8 Teacher Names and contact information: Alexis Kiesel and Elizabeth Latham* Project Description/Overview: Artology Lesson Overview/Goal: Students will learn about the mosaic art of artist Isaiah Zagar, the use of discarded and found objects to create art, as well as continue to build upon a theme of relationships. Message/theme/metaphor: 

Art can transform a neighborhood. We are all pieces of a Mosaic. We can take what is discarded and use to make something new and beautiful.

Lesson Objectives: Students will: 1. Continue to focus on using their five senses to experience their environment 2. Learn about mosaic art 3. Think creatively about using discarded materials to create works of art. 4. Be introduced to the 3’ Rs (Reduce, Reuse, Recycle) Measurable Outcomes: By the end of this lesson... Art Skills: Science/Academic Skills: 100% of students will learn about mosaic art as measured by their field work experience at the Philadelphia Magic Garden. 100% of students will create a handmade tile during their visit to the Philadelphia Magic Garden.

100% of students will understand Reduce, Reuse, and Recycle as it relates to their environment. 100% of students will learn about the history of the Philadelphia Magic Gardens and Artists Isaiah Zagar and his continued influence on the city of Philadelphia. 90% of students will utilize the scientific method before and during their visit to the Philadelphia Magic Gardens in order to discover the reason for the garden’s creation, materials used, etc.

Social Skill:

Character/Spiritual Skill:

95% of students will work together in groups as they travel throughout the Philadelphia Magic Gardens to record observations and the impact the garden has on their five senses.

80% of students will feel appreciation for art in public spaces 60% of students will feel a sense of responsibility

for recycling and reusing products and reducing what they use Vocabulary Words: Mosaic Reduce Reuse Lesson Breakdown:  

Found Object Recycle

Welcome Ritual: o Threshold, Artology MOTTO and RULES Body of the Lesson: (field work at the PMG) (All day) o Students will travel to the Philadelphia Magic Gardens to take the Visionary Visits Tour and participate in a hands-on experience making art at the garden. o Field work (both Ms. K and Ms. L) – Journaling: students will find a quiet space in which to reflect on their experiences at the garden and pay attention to their senses.

Supplementary Books, Websites or CD’s http://www.phillymagicgardens.org/Editor/assets/ PMGMosaicMessageslessonplan.pdf http://www.phillymagicgadens.org

Materials & Supplies Backpacks Journals, Pencils,

Evaluation methods(s) selected:   

Performance-based assessment verbal dialogue journal entries

Artology 2012 Fire and Ice Curriculum Lessons for Week 2: July 2nd- July 6th, 2012 Theme: Our Surroundings Lessons: 2.1: Shaped by Fire and Ice: The Present 2.2: Picture Rock from Water 2.3: Shaped by Settlers 2.4: Reflections on Nature through Poetry 2.5: Shaped by Fire and Ice: The Past 2.6: Changing Shape 2.7: Our Changing Climate 2.8: Ice Cubes and Fire Balls 2.9: Artists and their Surroundings COLOR KEY Lesson Number Ms. K and Ms. L same lab Ms. K and Ms. L Same Field Work Ms. Lâ&#x20AC;&#x2122;s Lab or Field Work Ms. Kâ&#x20AC;&#x2122;s Lab or Field Work

MONDAY JULY 2ND, 2012 Curriculum Project Title: Artology Lesson Title: Shaped by Fire and Ice: The Present Lesson No. 2.1 Teacher Name and contact information: Alexis Kiesel Lesson Overview/Goal: Students will learn about the history of the Philadelphia region. This portion of the day will focus on how our current surroundings have been shaped by ancient forces; specifically, how the Wissahickon came to be as it is today through geological change. Message/theme/metaphor: ď&#x201A;ˇ

Our past is everywhere.

Lesson Objectives: Students will: 1. 2. 3. 4. 5.

Be introduced to the Wissahickon Park System in Philadelphia, PA. Learn how to identify rock formations in the area. Define and identify types of rock (metamorphic, sedimentary, and igneous) and the properties. Understand the timescale of geologic change of the Wissahickon Region Learn about the impact of fire and ice (heat, compaction, glaciers, etc.) on the geological formation of the region.

Measurable Outcomes: By the end of this lessonâ&#x20AC;Ś Art Skills: Science/Academic Skills: 90% of students will see the patterns in rock formations and be able to draw these patterns in their journals

100% of students will be introduced the geological history of Wissahickon Valley.

80% of students will be able to define rock types as measured through verbal discourse. 80% of students will understand the Wissahickon Valley has been shaped by heat, pressure and water as measured through journal entries.

Social Skill:

Character/Spiritual Skill:

100% of students will develop team oriented attitudes by participating in group observation

70% of students will feel awe at the grand timescale and forces that have shaped the Wissahickon Valley as measured through verbal assessment.

Vocabulary Words: geology sedimentary igneous

outcrop metamorphic glacier

Fieldwork at Valley Green Inn Lesson Breakdown:  



Welcome Ritual: o Threshold, Artology MOTTO and RULES Pre-assessment: (10 mins) o Inquire who has been through the Wissahickon Park System before, has anyone noticed specific rock formations, or evidence of the geological history? What about anywhere else in the area? Driving along the schukyll? Body of Lesson (2 hours) o Explanation of geological forces that have shaped the region. While walking, explain the history of the Wissahickon, specifically mentioning the volcanism and mountain building, compaction and heating of sediments, water and glacial movement and types of rocks. o Overview: Its natural beauty is a creation of tectonic forces that occurred during the past 500 million years. Evidence of these forces can be found in the formation o f the rocks o f the Wissahickon, such as pegmatite, quartzite, schist, and gneiss. Additional evidence is provided by geologicalfeatures, such asfaults, joints, folds, and the rockformations emplaced by the action ofwater. The unique geology of the Wissahickon Valley has had an impact on geography, history and culture of Philadelphia over the years. The water power provided by the creek brought industrialization to the area, the hills contributed to the loss of the historic Battle of Germantown during the Revolutionary War, and the park provided a place of quiet and beauty for Philadelphia's urban residents. Today, the geology and geography o f the Wissahickon is a contributing factor to the park's deterioration through soil erosion. With its urban location, the park suffers from storm water runoff and over-use by a burgeoning population, both problems which are exacerbated by the park's landscape. o Volcanism and mountain building: The formation of the Wissahickon Valley started 430 million to 500 million years ago during the Taconic Orogeny which was a period of mountain building that occurred during the Ordovician period of the Paleozoic Era. At this time, an ancient sea called the Iapetus Ocean and a small mountain range (volcanic arc) could be found off the coast of the North American plate. The Iapetus Ocean began to move towards the North American plate and eventually closed which caused the volcanic arc to be thrust onto the continental crust. Once on the continent, the volcanic arc fonned a larger mountain range called the Taconic Mountains. o Compaction of Sediments: During the Silurian Period of the Paleozoic era, which occurred 405 to 430 million years ago, the weight ofthe Taconic Mountains caused the continental crust to subside creating a basin. Sediments washed down from the mountains, would collect in the basin and eventually fonned rocks, such as shale and sandstone. With continued tectonic activity, the shale. and sandstone were pushed into the crust. Under the heat and pressure of this action, the rocks were metamorphosed. The shale was converted to slate then schist, and the sandstone was converted into quartzite and produced the tight folding that is visible in the rocks of the Wissahickon. o Glacial movement: During the three periods of glaciation that occurred in the distant past, these other formations were eroded by the heavy drag of the glaciers (Simon and Jaffe, 1995, features). Because the glaciers did not reach the Wissahickon Valley region of Pennsylvania as shown in Figure 4, the rocks of the Wissahickon Formation were preserved, thereby making it a unique geological feature.



o Water: The Wissahickon Creek also contributed to the formation of the valley. Its origin can be traced to 1 million years ago. As the land rose from the force of tectonic activity, the stream cut through the soft rock while persisting in its ancient bed. This action, which is not unlike the action of the Colorado River in the GrandCanyon, created the steep hillsides with slopes of over 25% that are found in the Wissahickon Valley o Rock types: There are four major types of rocks that can be found in the Wissahickon Valley; they are pegmatite, quartzite, schist, and gneiss. Of these four, only pegmatite is an igneous rock; the other three are metamorphic rocks. Schist is a metamorphic rock formed during the Taconic Orogeny, and the most noticeable rock found in the Wissahickon Formation. This rock has large flaky crystals with a very pronounced cleavage. Numerous minerals are visible in the Wissahickon schists, including gamet, kyanite, staurolite, and tourmaline. Schist is a very soft rock, easily eroded and broken away from the rock face. Because it is easily broken away from the rock face, schist is found scattered on the ground throughout the Wissahickon Valley. Draw students’ attention to the noticeably different kinds of rocks. Start at Valley Green by the Inn and walk along Forbidden Drive to the left when facing the creek. o Points of interest:  Directly after the bridge, have the students look across the creek to the large rock outcroppings. Observe the layers in the rock. We believe these rocks are either shale (sedimentary) or slate (metamorphic from shale).  As you walk down Forbidden Drive, point out the rocks along the side of the path. Observe the slant of the rocks and discuss how this illustrates how the Earth moves and changes over time. These rocks are mostly Mica Schist (metamorphic).  Across from the Wise’s Mill entrance, as you look across the creek, there are several large rocks. Look for the one with white bands. This is gneiss (metamorphic from granite).  Walk through the picnic area and down towards the waterfall. There is a very large rock that you can walk out on along side the creek. This rock is pegmatite (igneous). Have the students look for chunks of feldspar (tan/pink) and quartz (white/grey).  Continue walking along Forbidden Drive. About 100ft after you pass an enclosed spring, look for rock outcroppings. It’s the second set of large vertical rocks. There are layers of schist. Look very closely and you will see little red circular stone. These are garnets. Amongst the schist, there are also layers of quartzite (metamorphic from sandstone). The quartzite is white and smooth.



Conclusions (10 mins) o Ask students: what have they learned about the regions’ past? How has the Wissahickon Creek acted like the Colorado River in shaping the valley? Why is the Wissahickon special, in relation to the formations and glacial movement? How have modern activities impacted the area?

Supplementary Books, Websites or CD’s

Materials & Supplies Pencils, Journals, Clipboards

Evaluation methods(s) selected.  

Written/oral pre-post test

MONDAY JULY 2ND, 2012 Curriculum Project Title: Artology Lesson Title: Picture Rock From Water Lesson No. 2.2 Teacher Name and contact information: Elizabeth Latham* Lesson Overview/Goal: This lesson introduces students to the history of “en plein air” painting and asks them to respond to their visual environment by using the visual elements to create a picture. Students also gain experience in describing their and other’s visual perceptions. This lesson also aims to increase student’s awareness of the natural history of their surroundings. Message/theme/metaphor: 

“Perception is everything”

Lesson Objectives: Students will: 1. 2. 3. 4.

Increase knowledge of rock formations in the Wissahickon. Develop technical skills in watercolor painting. Practice concentration. Increase the use of descriptive vocabulary.

Measurable Outcomes: By the end of this lesson… Art Skills: Science/ Academic Skills: 60% of students will be able to explain the process, the effect, and employ two watercolor techniques called wet on wet, and wet on dry as measured by oral description, authentic assessment and written journal reflection.

85% of students will be able to define the term: rock formation and give at least one force that shapes rock formations over time as measure by written response.

Social Skill:

Character/Spiritual Skill:

100% of students will be able to relate aspects of a peer’s experience to a larger group of students and teachers as measured by oral description.

75% of students will increase perceptiveness as measured by oral pre and post testing.

Vocabulary Words: Plein air painting Wet on wet Wet on dry qualities

90% of students will be able to find the Wissahickon Valley on a map of Philadelphia.

Seeing Looking Rock formation

Lesson Breakdown: (Field work at the Inn at Valley Green) (1 hour)   



Welcome Ritual: (10 min) o Threshold, Artology MOTTO and site specific RULES Introductory Activity/pre assessment: (5 min) o Students are posed the question: What is a rock formation? Through discussion and guided looking students and teacher find a rock formation in Wissahickon and define it. Body of Lesson: (30 min) o Instructor introduces plein air painting and students view Paul Cezanne’s Bibemus Quarry paintings.  Students briefly analyze the painting for color, line, shape, space, and light and are introduced to QUALITIES (descriptive words) found in the paintings  Students are asked to consider and discuss the following questions:  What do you notice about this picture? What do you think was the subject of the painting? Where do you think Paul Cezanne was standing in order to paint this picture? How can we describe the picture in terms of c,l,l,s,s? How can we describe the rock formations we see in the Wissahickon? What do you notice about the rock formations in the Wissahickon compared to the Cezanne painting? How did the rock formations get to look the way they do? Can you see evidence of previous water flow in the way the rock formations look today? o While looking at a rock formation in the Wissahickon, instructor will demonstrate as students practice using a frame an area in the natural for to help us focus before creating a painting, they review cropping o After teacher demonstration, students use watercolors to create small paintings of the rock formations in the Wissahickon using two watercolor techniques that are modeled by the teacher throughout the lesson: wet on dry, and wet on wet o Students are encouraged to continue looking closely, in order to notice more nuanced details about the rock formations dealing with: color, light, line, shape, and space Conclusion: (15 min) o Reflection Circle:  Students share their paintings with one another and compare and contrast the effect of wet on wet versus wet on dry techniques.  Students state their preference for either technique  Students are asked to consider and discuss the following questions: How easy or difficult was it to paint what you were looking at? How was your painting affected by your interests? Which qualities did you use to describe the scene in your painting? How easy of difficult was it to paint outside? How might you describe this experience to another person? (can be done in pairs or small groups)

Supplementary Books, Websites or CD’s Print: Paul Cezanne, Bibemus Quarry http://en.wikipedia.org/wiki/En_plein_air Map of Philadelphia

Materials & Supplies Rectangular frames Watercolor paper Watercolor brushes Water cups

Watercolor paint Drawing boards or clipboards Evaluation methods(s) selected.     

Written reflection Oral pre and post testing oral description authentic assessment written response

MONDAY JULY 2ND, 2012 Curriculum Project Title: Artology Lesson Title: Shaped by Settlers Lesson No. 2.3 Teacher Name and contact information: Alexis Kiesel Lesson Objective/Goal: To teach students about early settlement in PA and science exploration through a visit to Bartram’s garden. Students will learn about the living history of our surroundings in terms of how some kinds of plants were brought to PA or collected and transplanted for study. Students will also learn about how the Bartram family lived on the land. Message/theme/metaphor): 

Does history make the man or does the man make history?



“take only pictures, leave only footprints”

Lesson Objectives: Students will: 1. Learn about John Bartram and his contributions to Philadelphia’s greenery 2. Gain knowledge about human impact on land Measurable Outcomes: By the end of this lesson… Art Skills: Science/Academic Skills: 100% of students will gather digital photographs for use in a “Bartram’s box” to be included in the ongoing curiosity cabinet (wunderkammer) project as measured by authentic assessment.

100% of students will be able explain who John Bartram was as measured by verbal discourse. 80% of students will be able to describe the history of early settlement in the Philadelphia region as measured by verbal assessment. 60% of students will be able to identify a few varieties of plants as measured by authentic assessment.

Social Skill:

Spiritual/Character Skill:

100% of students will collaborate (sharing pictures, etc) on the “Bartram’s box” as measured by authentic assessment.

80% of students will feel empathy for the difficulties of surviving in early Pennsylvania settlements as measured in journal entries.

70% of students will feel appreciation for the preservation of rare plants in the Garden as measured by journal entries. Vocabulary Words: botanist Field work at Bartram’s Garden Lesson Breakdown: 

Body of Lesson (2 hours) o Field Trip to Bartram’s Garden: Draw students’ attention to how early Philadelphia settlers (such as the Bartram family) shaped the land by planting and building. Note that Bartram was a world famous scientist and early collector and cataloguer of plants. o Explain the history of the property: Bartram’s Garden is one of only a handful of identified prehistoric locations in Philadelphia. Archaeological evidence has been found that the Garden was occupied seasonally by Native Americans as early as 3,000 BCE. Beginning in 1648, a 1,000 acre tract of land that included Bartram’s Garden was settled as an outpost on a New Sweden colony on the Schuylkill River. A piece of this land became the site of John Bartram’s farm and garden. John Bartram (1699-1777) was a third-generation Pennsylvania Quaker, born in nearby Darby imbued with a curiosity and reverence for nature, as well as a passion for scientific inquiry. Bartram purchased 102 acres from Swedish settlers in 1728, and systematically began gathering the most varied collection of North American plants in the world. A self-taught man, Bartram had the quintessential “can do” American spirit that continues to inspire us today. His travels – by boat, on horseback, and on foot – took him to New England, as far south as Florida, and west to Lake Ontario. He collected seeds and plant specimens, establishing a trans-Atlantic hub of plant exploration through his exchanges with London merchant Peter Collinson. Plants from Bartram’s Garden were exchanged with the leading minds and patrons in Britain. In 1765, Bartram was appointed the “Royal Botanist” by King George III. At home, Bartram founded the American Philosophical Society with his friend Benjamin Franklin. His garden was a source of inquiry and pleasure for luminaries like Thomas Jefferson and George Washington. His seed and plant business thrived, with lists appearing as early as the 1750’s in London publications. In 1783, Bartram published the first ever nursery catalog in the United States. His international plant trade and nursery business survived him and thrived under the care of three generations of Bartrams. o Challenge the students to imagine the garden as it was before it was colonized. Point out land usage and important plants. What are the natural and man-made components of the surroundings? Why was this a good choice for an early settlement?

o Note the special varieties of plants. Today Bartram’s Garden’s living collections encompass 45 acres of parkland, wildlife habitats, tidal wetlands, and a reclaimed meadow. Our historic core is fundamentally a collection of Bartram plants – species collected, grown, and studied by the Bartram family from 1728 – 1850, with a focus on native plants of eastern North America, although a wide range of exotic plants were also under cultivation in each generation. Yellowwood

Cladrastis kentukia One of the Garden’s oldest trees, the yellowwood, Cladrastis kentukea, was discovered in central Tennessee by the French plant explorer Andre Michaux in 1796 and sent to William Bartram at the beginning of the 19th century. The historic yellowwood was heavily damaged during a wind storm in June 2010, but is growing again and recovered from similar storms in the past. Franklinia

Franklinia alatamaha The Garden’s signature tree, Franklinia alatamaha, was discovered by John and William Bartram in 1765 in a small grove along the Altamaha River in southern Georgia. William Bartram first brought seed back to the garden in 1777 and named the plant Franklinia in honor of his father’s close friend Benjamin Franklin. The plant has not been found in the wild since the early 19th century but cultivation by the Bartrams has saved the Franklin tree from extinction. All current Franklinia are descended from those grown by the Bartrams. Gingko This male tree is believed to be the oldest gingko or maidenhair tree, Ginkgo biloba, in North America. It was one of three original gingko trees sent to the U.S. from London in 1785 by William Hamilton of The Woodlands. Hamilton gave one gingko tree to William Bartram and planted two in the landscape garden at The Woodlands. The trees at the Woodlands were cut down in the 1980’s. 

Conclusions: o Considering what they have learned about early Philadelphia, do the students think it would be easier or more difficult to live in colonial times? What was Bartram’s most important contribution to the property?

Supplementary Books, Websites or CDâ&#x20AC;&#x2122;s

Materials & Supplies Plant and tree guides

Evaluation methods(s) selected. Written/oral pre-post test, authentic assessment

MONDAY JULY 2ND, 2012 Curriculum Project Title: Artology Lesson Title: Reflections on Nature in Poetry Lesson No. 2.4 Teacher Name and contact information: Elizabeth Latham* Lesson Overview/Goal: This lesson challenges students to respond to their experiences in an environment through the use of language in the form of poetry. Students will practice tapping into their five senses as a way to completely immerse themselves in experiencing their environment. Message/theme/metaphor: ď&#x201A;ˇ

In order to really know something, you must immerse yourself in it.

Lesson Objectives: Students will: 1. Learn a form of poetry to students: haiku. 2. Practice using adjectives and verbs to describe an experience of surroundings Measurable Outcomes: By the end of this lessonâ&#x20AC;Ś Art Skills: Science/Academic Skills: 100% of students will be able to capture an in focus photograph of their surroundings as measured by authentic assessment.

80% of students will be able to come up with at least three adjectives and three verbs used in descriptive language as measured by written list.

Social Skill:

75% of students will be able to write a poem the uses correct haiku format as measured by authentic assessment. Character/Spiritual Skill:

60% of students will be able to orally present their poem the class as measured by authentic assessment.

85% of students will practice the virtue of enthusiasm for the natural world as measured by written response (haiku).

75% of students will be able to give positive feedback to their peers as measured by direct observation. Vocabulary Words: Haiku Phrase Adjective

Describe Immerse Verb

Lesson Breakdown: (indicate number of minutes for each)   

Welcome Ritual: (10 min) o Threshold, Artology MOTTO and site specific RULES Introductory Activity/pre assessment: (3 min) o Students are posed the question: What is poetry? Body of Lesson: (40 min) o After walking through the gardens at Bartram’s garden, students will gather with the teacher to discuss their favorite spots o Teacher leads a sensory immersion experience to guide students through tapping into to their individual senses in order to be fully immersed in their experience. o Students describe their sensory experiences to one another and share a few key words with the group. o Teacher gives a short history of haiku and works with the students to model writing a haiku about the immersion experience held in the natural environment at Bartram’s o Students are challenged to write a haiku poem about their favorite spot in Bartram’s Garden using adjectives, nouns and verbs. o Once completed correctly, students will have time to draw or photograph the scene that relates to their poem



Conclusion: (10 min) o Reflection Circle:  Students are given the opportunity to share and receive positive feedback about their haiku poems Supplementary Books, Websites or CD’s Materials & Supplies Examples of haiku Journals Pencils Colored pencils Digital cameras Evaluation methods(s) selected:    

Authentic assessment written list direct observation written response

TUESDAY JULY 3RD, 2012 Curriculum Project Title: Artology Lesson Title: Shaped by Fire and Ice: The Past Lesson No. 2.5 Teacher Name and contact information: Alexis Kiesel Goal: This lesson will explain the history of the earth and then illustrate how the planet has changed after forming through the processes of erosion. Students will learn that the Earth is ancient, and has changed steadily in response to external conditions, including wind, rain and water. Message/theme/metaphor: ď&#x201A;ˇ

Small forces can cause big changes

Lesson Objectives: Students will: 1. Explore Earthâ&#x20AC;&#x2122;s 4.6 billion year history 2. Learn how the surface was shaped by forces of weather (wind, water, ice) and apply this information to places we have seen locally 3. Learn why some surfaces change at different rates Measurable Outcomes: By the end of this lesson Art Skills: Science/Academic Skills: 100% of students will engage in a reenactment of the creation of the earth through movement and sound.

100% of students will be able to describe process of weathering or erosion 85% of students will understand the creation process of the planet earth. 80% of students will be able to explain how weathering has changed the surface of the Wissahickon.

Social Skill:

Character/Spiritual Skill:

100% of students will work together to conduct the weathering/erosion experiment. Vocabulary primordial expansion cryogenics Evaporation asteroid Axis

80% of students will gain a sense of purpose as measured by written reflection. erosion Photosynthesis Molten protoearth weathering

Lesson Breakdown:  



Welcome Ritual: (10 min) o Threshold, Artology MOTTO and RULES Introductory Activity (15 min to cover 600 million years!) o History of the Earth: As students enter the classroom, have them gather in a circle in the center. Without telling them what they are doing, lead them through the following steps in the formation of protoearth through the emergence of early life: o Molten ball fire: students will be highly energetic and hot! moving quickly and bumping into each other o Another “planet” (adult group leader) will crash into the planet, breaking off pieces (people) who will clump together and form the moon, this gives Earth its axis (tilt), so participants will lean to the side o Earth cools and crust hardens: students stop moving and pack closely together o Water comes to Earth: “Asteroids” (adults) splash the planet with water, or sprinkle pieces of ice, or toss water balloons o Volcanic eruptions create our atmosphere: motion explosively o Photosynthetic bacteria produce oxygen: exhaling sounds o Lightning and thunder (adults flick lights and drum), spark that ignites the primordial soup o Life forms begin to emerge: participants stretch out limbs slowly o Return to seats Pre-assessment: (10 min) o Ask students how old is the earth? When did life first arise? Draw their attention to timeline poster and discuss the progression from early Earth to modern day. Lead them with the question: “You can see that the living things on this planet have changed over time…what about the surface of the Earth? Do you think it changes too?” Introductory Activity: (#2) (15 min) o Students will discuss with the instructor and make a list of how geological formations are created – volcanos, glaciers, etc. and discuss the different kinds of rocks o Students will watch the set up for a freezing/evaporation experiment. Instructor will take 3 small bottles and fill them with equal amounts of water, marking with tape the fill line. One will then be placed in the freezer for the rest of the lesson, the other left out in the heat, and the third kept in the classroom (control). They will be checked at the end of the lesson, or the next day. Body of Lesson: (50 min) o Students will perform a weathering/erosion activity using different types of substrates. o Students will be split into 5 groups and challenged to make the strongest mountain possible using the material they have (sand, soil, pebbles, stone and a combination of all 4). They will build up the “mountain” by piling the substrate on top of a plate. o Then students will take turns at weathering their surface. Remind them to take note how these processes impact the mountain. They can pour or drip water (rain), blow on it (wind) and move ice cubes/chunks against the mountain (glacial movement). This will illustrate how erosion can impact a surface.



o Have the groups come back together as a class, and ask students to explain how their mountain stood up to weathering. Did the formations respond to weathering differently? – write notes on the board from each group so the students can compare their mountain to the mountains of their classmates. o The activity will end with a discussion and group planning session to design the ultimate, ever-lasting mountain. Questions to think about: "Why did some of the mountains erode more than others?" "What are the variables involved in the structure of a mountain?" "How can these variables affect the rate of mountain erosion?" "Can people change the erosion rate of a real mountain?" "How?" "How did our mountains change during the erosion?" "What ways did they stay the same?" o “Can you name some areas that have been shaped by similar forces? o Show video or images of the grand canyon vs. Niagara falls, the pyramids, the Wissahickon Conclusions: (10 min) o Students will be asked to consider and discuss the following questions: What did these activities teach us about erosion and geology? Did some materials weather differently than others? Let’s look at our frozen bottle. Did the volume change? How would have this impacted a rock, if the water had been within a crack? 1. Post-assessment:  How do you think these processes affected the Wissahickon?

Supplementary Books, Websites or CD’s

Materials & Supplies Drums, water (for splashing and filling bottles and “rain”) ice Soil, sand, pebbles, stone, plates 3 bottles images of grand canyon etc.

Evaluation methods(s) selected.  Written/oral pre-post test

TUESDAY JULY 3RD, 2012 Curriculum Project Title: Artology Lesson Title: Fire Balls and Ice Cubes Lesson No. 2.6 Teacher Name and contact information: Elizabeth Latham* Lesson Overview & Goal: This lesson asks students to solve problems with limited resources while working in team. Students learn origami techniques that enable them to build paper forms. Meanwhile, students gain practice in identifying qualities in the artworks of different artists, which will shed light on these artist’s visual interests. Message/theme/metaphor: 

“Do what you can, with what you have, where you are.” --Theodore Roosevelt

Lesson Objectives: Students will: 1. Build forms using origami folding techniques using limited paper resources. 2. Analyze works of art by Renoir and Cezanne to determine which visual qualities each artist is interested in 3. Relate specific forms (cubes and spheres) to specific universal human qualities. Measurable Outcomes: By the end of this lesson… Art Skills: Science/Academic Skills: 100% of students will be able to fold paper in order to build create a cube or a sphere as measured by authentic assessment.

60% of students will understand the concept of limited resource as measured by oral description. 85% of students will know the difference between shape and form as measured by oral description.

Social Skill:

Character/Spiritual Skill:

80% of students will know tactics for working in a team setting as measure by oral description and written reflection in journal.

85% of students will understand the importance of resourcefulness as measured by written reflection.

Vocabulary Words: Quality Sphere fold Form Lesson Breakdown: (2 hours) 

cube Limited resource Origami Three dimensional

Welcome Ritual: (10 min)

o Threshold, Artology MOTTO and site specific RULES  Introductory Activity/pre assessment: (20 min) o Students play the game, “The thing in the bag is…” in which they practice identifying quality words based on the action a student takes to act it out. o Students view two artworks (one by Cezanne and one by Renoir) and decide which bag belongs to which artist based on the qualities found in the bag and in the painting.  Body of Lesson: (1 hour 20 min) o Students are split into small groups based on whether they would want to be a fire ball or an ice cube. o Teacher demonstrates while students practice origami folding techniques to create cubes and spheres o Students are presented with a problem to solve that involves building a form with limited resources and space.  Conclusion: (15 min) o Reflection Circle: students share their final solutions with the class, and discuss the processes their teams used to solve the problem. o Students work to categorize artworks by Renoir and Cezanne based qualities of cubes and squares in preparation for field work at the PMA in an upcoming field trip. o Clean up and Closing Supplementary Books, Websites or CD’s Materials & Supplies Prints: Cezanne and Renoir Origami paper Printing instructions about how to fold origami forms Bags with objects Evaluation methods(s) selected.  Oral description  authentic assessment  written journal reflection

THURSDAY JULY 5TH, 2012 Curriculum Project Title: Artology Lesson Title: Our Changing Climate Lesson No. 2.7 Teacher Name and contact information: Alexis Kiesel Lesson Overview & Goal: In this lesson, students will receive a primer on global climate change and then have the opportunity to model the process and track changes in temperature. This will illustrate that Earth continues to change today and allow them to consider the impacts of climate change on our future surroundings. Message/theme/metaphor: ď&#x201A;ˇ

Man is the steward of the Earth.

Lesson Objectives (2-3) Students will: 1. Model different climate change scenarios â&#x20AC;&#x201C; including increased CO2 and decreased reflective surface 2. Learn that climate change (global warming) is a real problem, that humans are responsible for the cause through the use of fossil fuels and that WE are responsible for sharing and caring for the Earth. Measurable Outcomes: By the end of this lessonâ&#x20AC;Ś Art Skills: Science/Academic Skills: 100% of students will use the additive process 100% of students will understand that climate to create a model of atmospheric change as change is a real problem as measured by verbal measured by authentic assessment. assessment. 80% of students will be able to explain factors that impact climate change (CO2 and albedo) as measured by verbal assessment.

Social Skill:

Character/Spiritual Skill:

100% of students will feel like they are caring for the Earth is a collaborative effort as measured by reflections in journal entries.

100% of students will feel like they are responsible for caring for the Earth reflections in journal entries.

Vocabulary Words: climate change Substrate Albedo

Additive process

Lesson Breakdown: (Instructor note: ***Domes must be set up ahead of time in order for the internal temperature to stabilize before conditions are changed***)  



Welcome Ritual: (10 mins) o Threshold, Artology MOTTO and RULES Pre-assessment: (20 mins) o Students will be asked what is climate change (aka global warming)? How will it impact life on our planet? Considering what we have learned about the needs of living things, do you predict that a changing climate will have ecosystem wide impacts? Considering what you know about the history of the Earth, is broad and even catastrophic change common or uncommon? What is this time different? (because it is man-made). Introductory Activity: o Instructor will present a brief lecture on climate change, its causes and effects (both predicted and currently occurring) in the form of a slide show. This will provide the students will real data and images of the ice caps and islands where the effects are already being felt. Body of Lesson: (1 hour 20 mins) o Students will be divided into 5 groups and given a set of glass domes. These will symbolize the green house gasses surrounding the Earth. Students will be challenged to increase the temperature inside the container by 1 degree, not forgetting that the set-up represents the Earth and sun etc, thus they must find realistic solutions (for example, switching the lamp off to reduce the temperature would be the same as extinguishing the sun, which is not possible). o If the students are having trouble, try suggesting different solutions. This is interesting as it shows the pupils that different phenomena can have the same results; the temperature at the Earth’s surface can vary as a result of different processes, which is true. Possible solutions include adding clouds, moving the light, changing the color of the substrate and adding an additional glass dome.  Placing the lamp further away or nearer to the container corresponds to when the Earth is further away from or nearer the sun depending on its trajectory, or when the sun is stronger or weaker.  Adding clouds or aerosols (pieces of paper or aluminium foil) is interesting because the results are unpredictable. Clouds and aerosols are big unknowns in climate change prediction models.  Changing the power of the lamp can also be accepted as it represents the same phenomenon.  Changing the background color corresponds to the changes in general

atmospheric colour (presence of clouds, for example), or in Earth surface colour (the average colour of the Earth’’s surface is darkened as a result of melting ice, or is lightened due to the spreading of deserts).  Increasing the number of containers corresponds to an increase in greenhouse gasses. In order to observe a temperature gradient similar to that in the atmosphere (the troposphere to be precise), place a thermometer between each container. o Students will then discuss their results as a group. What scenario led to the quickest increase in temperature? What conclusions can we draw from this when considering climate change?  Conclusion: (10 mins) o Instructor will use an apple to demonstrate sharing our resources. o We start with Planet Earth (represented by an apple). Its surface area is approximately 51 billion hectares; of which the land is approximately 15 billion hectares (30%) and lakes, oceans, rivers and seas the other 36 billion (70%). Slice your apple such that you can remove approximately one third –– this is your land area. o Unfortunately not all of the land is ‘bioproductive’’ Productive land (20%) can provide people with resources. It is capable of supporting moderate forest cover, permanent pasture or arable land. Unproductive land (10%) is unable to contribute to the earth share. It includes rock, ice and sand desert, degraded land, mountain, tarmac and built-up land.Taking your smaller apple slice, discard a further one third (unproductive land) o Your remaining piece needs to feed 7 billion people. The bioproductive land is only the top surface of the earth, and so the skin should be removed to reinforce this idea. o Slice the skin into 7 pieces. Land share is therefore 10 billion hectares of productive land divided by 7 billion people which gives an earth share of 1.4 hectares per person.  Post assessment: (10 mins) o Students will be asked to write in their journals about their thoughts on global climate change and man’s role as stewards of the planet. “How can you help the Earth?” o Have students write a list, draw a picture, or write a poem detailing how they can be good Stewards of the Earth. Suggestions include: reduce pollution (pick up trash, don’t dump chemicals) reduce fuel consumption (take public transportation over driving) recycle, inform and eudcate others, serve as a model for responsibility in their community Supplementary Books, Websites or CD’s Materials & Supplies Apple, pocket knife Domes (small and large), light Substrates, thermometers, timers Evaluation methods(s) selected. Written/oral pre-post test, performance-based assessment

THURSDAY JULY 5TH, 2012 Curriculum Project Title: Artology Lesson Title: Changing Shape Lesson No. 2.8 Teacher Name and contact information: Elizabeth Latham* Lesson Overview/Goal: In this lesson, students gain practice in three dimensional sculpting while learning about the makeup of planet earth. Students will learn about the plasticity of things as their sculptures go through a transformative process. Students will gain insight into their own artistic interests as a result of the sculpture they create. Message/theme/metaphor: My art can tell me and others a lot about what interests me. The artwork of others can tell me a lot about what interests them. We can learn about each other by looking at the works of art that we create. Lesson Objectives: Students will: 1. Utilize additive and subtractive processes to manipulate clay in the creation of three dimensional sculptures. 2. Learn about the materials that make up planet by creating a model of earth in clay. 3. Learn about the plastic quality of color, light, line, shape, space, and how artists use these elements plastically in the creation of works of art. Measurable Outcomes: By the end of this lessonâ&#x20AC;Ś Art Skills: Science/Academic Skills: 90% of the student will be able to describe the 80% of the student will be able to correctly label a additive and subtractive processes use in diagram of the makeup of the earth as measured sculpting as measured by oral description. by written pre and posttest. Social Skill:

Character/Spiritual Skill:

100% of the students will cooperate with another student to make a clay sculpture as measured by authentic assessment.

85% of students will increase mindfulness as measured by written reflection.

Vocabulary Words: Plastic Transform manipulate Sculpture/ sculpt Lesson Breakdown:  



Earth: core, crust, mantle Additive subtractive

Welcome Ritual: (10 min) o Threshold, Artology MOTTO and site specific RULES Introductory Activity/pre assessment: (15 min) o Students sing the CLLSS Chant o Students play the game, “This is not a…” which will remind them of the universality of qualities. Body of Lesson: (1 hour 30 min) o Based on a set of instructions read by the teacher, without knowing what the end result will be, students build the earth from clay, starting from the center. o Students relate any prior knowledge of the materials which make up the earth upon completion of their earth model. o Students share ideas about what the small sculpture could become upon manipulation of the clay o Students work cooperatively in dyads to transform the clay “earth” into something new by manipulating the form using techniques demonstrated by the teacher. Conclusion: (15 min) o Reflection Circle: Students are introduced to the term art term “plastic” and are asked to consider and discuss the following questions: What is plastic? What does plastic do? Can color be plastic? Can shape, line, light, space be plastic? How does an artist change the elements to fit his/her expressive purpose? Can the earth be plastic? What happened during the process of transformation while sculpting? How did you decide that your piece was finally finished? o Clean up and Closing

Supplementary Books, Websites or CD’s Small objects Things that are plastic

Materials & Supplies Clay Food coloring Wood sticks/dowels

Evaluation methods(s) selected.  

Oral description written pre and posttest

FRIDAY JULY 6TH, 2012 Curriculum Project Title: Artology Lesson Title: Artists and their Surroundings Lesson No. 2.9 Teacher Name and contact information: Alexis Kiesel and Elizabeth Latham* Lesson Overview & Goal: Based on the lessons of the past four days, students will analyze works of art at the Philadelphia Museum of Art as they are challenged to an art hunt! Message/theme/metaphor:  “Beauty is in the eye of the beholder” Lesson Objectives: Students will: 1. Apply knowledge gained from previous lessons. 2. Search the Museum for works of art that match criteria given in the art hunt. Measurable Outcomes: By the end of this lesson… Art Skills: Science/Academic Skill: 75% of students will understand that subject 80% of students will be able to pick out scientific does not dictate what a picture will look like as elements in selected paintings. measured by oral or written pre and posttest. Social Skill:

Character/Spiritual Skill:

90% of students will be able to quietly navigate and follow all of the rules in a museum setting as measured by authentic assessment.

100% of students will practice the virtues of appreciation and beauty while viewing the art as measured in journal reflections.

Vocabulary Words: Museum

Lesson Breakdown:  

Welcome Ritual: o Threshold, Artology MOTTO and RULES Body of lesson: (field work at the Philadelphia Museum of Art) o At the PMA, students will break into small groups and go on an art hunt in search of artworks according to a scavenger hunt o The scavenger hunt will deal with topics and artists learned about over the past week: surroundings, qualities, warm and cool colors, Renoir, Cezanne, cubs, spheres and the formation of our local environment for example.

Supplementary Books, Websites or CD’s Cezanne/ Renoir prints previously seen

Materials & Supplies Journals Pencils

Evaluation methods(s) selected:  

Authentic assessment Written pre and posttest

Artology 2012 Fire and Ice Curriculum Lessons for Week 3: July 9th- July 13th, 2012 Theme: Space Lessons: 3.1: Exploring Space Command 3.2: Life on Fire and Ice 3.3: Our Galaxy, Inside and Out 3.4: Ancient Astronomy 3.5: Collisions in Space 3.6: Capture the Sun 3.7: Space Ball COLOR KEY Lesson Number Ms. K and Ms. L Same lab Ms. K and Ms. L Same Field Work Ms. L’s Lab or Field Work Ms. K’s Lab or Field Work

Monday, July 9th, 2012 Curriculum Project Title: Artology Lesson Title: Space Command Lesson No. 3.1 Teacher Name and contact information: Alexis Kiesel and Elizabeth Latham* Lesson Goal: To introduce students to a fun, educational, in-depth exploration of our solar system, space research, Hot and Cold planets, and extreme weather of our solar system. This will be done through various in-exhibit, hands on activities such as space missions, observational exercises, and viewing the “Wildest Weather of our Solar System” movie Message/theme/metaphor: 

Hard work, dedication and curiosity have allowed people to accomplish seemingly impossible feats.

Students will: 1. Learn about the history of space research from ancient times until now. 2. Learn about the planets that make up our solar system and their unique attributes (terrain, orbit, etc.) 3. Learn about different climates (extremely cold to extremely hot) on various planets and what causes these extreme temperatures (proximity to Sun, etc.) 4. Work together to complete special space “missions” 5. Utilize and develop observational skills during in-exhibit activities. 6. Learn about the unique weather patterns of on Hot and Cold planets. 7. Learn about the solar system, universe and the fire and ice of space Measurable Outcomes: By the end of this lesson… Art Skills: Science/Academic Skills: 80% of students will use careful observation while interacting with exhibits as measured by direct assessment.

100% of students will learn about weather conditions that are unique to different planets as measured by verbal discourse.

Social Skill:

Character/Spiritual Skill:

100% of students will work together to complete “space missions” as measured by direct assessment.

80% of students will experience wonder while at the exhibits as measured by journal drawings and poems.

Vocabulary Words: solar system universe

Lesson Breakdown:  

Welcome Ritual: Threshold, Artology MOTTO and RULES FIELD TRIP (All day) o Field trip to the Franklin Institute. Students will be split into groups with adult leaders and encouraged to explore the space exhibits. All group leaders will be asked to ensure their students participate in the Space Mission activity as well as the observational skill activity. Students will be asked to carry their journals or sketchpad with them in order to take notes on and or draw their observations and what they have learned through exhibits and activities.

o Students will also watch the IMAX film “The Wildest Weather in the Solar System”. They will be asked to record what they learned from the field in a “Wildest Weather in the Solar System” drawing or poem. Supplementary Books, Websites or CD’s Materials & Supplies Franklin Institute Space Command Exhibit Journals Teacher’s Guide Pens/Pencils Colored Pencils Evaluation methods(s) selected. performance-based assessment

Tuesday, July 10th, 2012 Curriculum Project Title: Artology Lesson Title: Life on Fire and Ice Lesson No. 3.2 Teacher Name and contact information: Alexis Kiesel Lesson Overview & Goal: Students will learn about conditions on other planetary bodies within our solar system and consider what conditions would most likely support life. Message/theme/metaphor: ď&#x201A;ˇ

â&#x20AC;&#x153;We began as wanderers, and we are wanderers still. We have lingered long enough on the shores of the cosmic ocean. We are ready at last to set sail for the stars.â&#x20AC;? (Carl Sagan) Lesson Objectives Students will: 1. Think critically about the plausibility of extraterrestrial life 2. Consider our place within the cosmos. 3. Learn about planetary conditions that support life and those that do not Measurable Outcomes: By the end of this lesson Art Skills: Science/Academic Skills: 90% of students will know the definition of 100% of students will be able to describe the scale and how it relates to art-making as needs of living things as measured by verbal measured by verbal dialogue with teacher and assessment. other students. 85% students will be able to name the planets in the solar system as measured by verbal assessment. 80% of students will be able to describe the conditions on other planets that may support life as measured by written assessment. Social Skill: 100% of students will work together to figure out if life can exists on planets with various climates as measured by performance based assessment. Vocabulary Words: extraterrestrial climate cosmos

Character/Spiritual Skill: 80% of students will feel humble while contemplating their place within the universe as measured by journal reflections.

scale

Lesson Breakdown: 

Welcome Ritual: (10 min) o Threshold, Artology MOTTO and RULES  Pre-assessment: (10 min) o Students will be asked to tell what they know about space and the solar system. What did we learn about weather in space yesterday? What is the climate like on Venus? Mars?  Introductory Activity: (10 min) o Students will participate in an activity demonstrating scale. Using the “scaleoftheuniverse” website (previously visited for microscope lesson), students will visually journey from the size of humans to the Earth to the known universe. This will facilitate a discussion of the size of us and our planet in relation to the rest of the cosmos.  Body of Lesson: (1 hour 25 min) o Students will be broken into 4 groups, with each group given an information packet on one of the following: Mars, Venus, Titan or Europa. These four locations could currently or may have previously supported non-earth life forms. o Students will be challenged to read the information and define characteristics on the planetary bodies that are interesting and important. (Temperature? Land forms? Liquid water or other liquid compounds? Is there an atmosphere? Violent weather?) o Then students will decide if life forms could exist on these places, and hypothesis what they would be like (microbial? extremophiles? aquatic? airborne?), and share their ideas with the class. o Students will then sculpt their planet or moon (paying attention to the features and details on its surface) using Mars Sand.  Conclusion: (10 min) o Students will then be given a marble and asked to think about all of they know in the world and everything they have heard about the universe. o They will be shown the “pale blue dot” and read a quote by Carl Sagan. They should then reflect on this idea using their journals and any remaining time.  Post-Assessment: o What are the needs of all living things on Earth? Do you think life forms on other planets (if they exist) would need the same things? Why or why not? Supplementary Books, Websites or CD’s Materials & Supplies http://scaleofuniverse.com/ mars sand, containers with water, marbles “Cosmos” DVDs to watch at lunch Carl Sagan quote “pale blue dot” picture Evaluation methods(s) selected. Written/oral pre-post test

Tuesday, July 10th, 2012 Curriculum Project Title: Artology Lesson Title: Our Galaxy, Inside and Out Lesson No. 3.3 Teacher Name and contact information: Elizabeth Latham * Lesson Overview & Goal: The goal of this lesson is to engage students in learning about the solar system and galaxies while also learning art concepts through art making. Message/theme/metaphor:  “There are no passengers on spaceship Earth. We are all crew.”  Lesson Objectives Students will: 1. Increase knowledge about the solar system and galaxies. 2. Develop an appreciation for the scale of the universe. 3. Learn about suminagashi printmaking. Measurable Outcomes: By the end of this lesson… Art Skills: Science/Academic Skills: 80% of students will know the origins of suminagashi printmaking as measured by verbal discourse.

80% of students will be able to list the nine planets in correct or as measured by oral recitation.

Social Skill:

Character/Spiritual Skill:

80% of students will be able to cooperate 70% of students will be able to use patience while while using the Space Command interactive waiting to enjoy exhibits. exhibit. Vocabulary Words: balance Aesthetic suminagashi Spiral Concentric circles

Orbit galaxy Universe scale

Lesson Breakdown: 

Welcome Ritual: (10 min) o Threshold, Artology MOTTO and RULES  Pre-assessment: (5 min) o As students enter, have them draw the solar system on the white board  Introductory Activity: (10 min) o Solar system Song/Rap Activity  Body of Lesson: (1 hour 20 min) o Teacher introduces the project and will add a map of the solar system to the students white board drawing. o Teacher demonstrates foil sculpting techniques and students take on tasks to work together as a group to create a large solar system floor map following parameters set forth by teacher o Teacher introduces the term galaxy and students brainstorm things other than planets that are found in space o Using paint or markers students add other bodies of space to the solar system floor map making it a galaxy. o Once solar system/galaxy map is complete, students will watch a short video about galaxies and the size of the universe o Students discuss the various shapes that galaxies take on. o After teacher demonstration, students use suminagashi techniques to create monoprints on paper that mimic the spiraling shape of our galaxy  Conclusion: (15 min) o Reflection circle o Cleanup and closing o Once dry, these “galaxy” prints will be attached to mirror board for display. The display will mimic our infinite universe Supplementary Books, Websites or CD’s Materials & Supplies http://www.suminagashi.com/ Suminagashi kit Canvas or paper Options for solar system song/activity: water http://www.youtube.com/watch?v=wbxidzAdi4c http://www.youtube.com/watch?v=Hwa73XTNycA http://www.youtube.com/watch?v=Bzj6UEbIvKA http://www.youtube.com/watch?v=nbgnF7373oY http://www.youtube.com/watch?v=5MEkhzy8zqI&fe ature=related Trays Dry erase markers Dry erase board Tin foil Sharpie markers or paint Large floor paper or drop cloth Tape

Mirror board glue Evaluation methods(s) selected.  

Oral recitation Oral description

Wednesday, July 11, 2012 Curriculum Project Title: Artology Lesson Title: Ancient Astronomy Lesson No. 3.4 Teacher Name and contact information: Alexis Kiesel and Elizabeth Latham* Lesson Overview & Goal: This lesson will explore the influences of astrological forces on ancient cultures. Message/theme/metaphor: 

“As the ancient myth makers knew, we are children equally of the earth and the sky”

Lesson Objectives: Students will: 1. Explore how the cosmos has impacted human thinking for centuries (creating calendars, compasses, time telling devices) 2. Think critically about all they have heard relating to the end of the world in 2012. Measurable Outcomes: By the end of this lesson… Art Skills: Science/Academic Skills: 100% of students will be exposed to Mayan 100% of students will understand how the night creative expression through sculptures, ceramics, sky influenced the Mayans. and visual art pieces showcased in the exhibit. 80% of students will be able to describe the fallacies relating to the Mayan calendar. Social Skill: 100% of students will travel in research observation groups while viewing the exhibit.

Character/Spiritual Skills: 80% of students will feel respect for ancient cultures and their beliefs as measured by verbal discourse.

Vocabulary Words: Astrology Astronomy Mayan Artifacts Lesson Breakdown: (indicate number of minutes for each)  

Welcome Ritual: (10 min) o Threshold, Artology MOTTO and RULES FIELD TRIP (All Day) o Students will travel to the Penn Archeology Museum to explore an exhibit relating to the use of astronomy by the ancient Mayan’s. o “Maya 2012: Lords of Time” features information on the Mayan people, artifacts and details on the astrological charts, as well as a critical look at the prophecies relating to impending catastrophe in 2012. This exhibit will touch on how ancient cultures have been shaped by the stars and how the night sky has acted as a calendar and

compass. o Additionally, students will get to practice their critical thinking skills as they consider the hype relating to 2012. o Students will also have the opportunity to examine the art and tools of other civilizations from around the world. o Additionally, students will visit the RIM café to learn about explosive foods and drink a volcano milkshake. 

Post-Assessment: o Students will reflect on what they have learned about ancient astronomy and the Mayan culture.

Supplementary Books, Websites or CD’s Materials & Supplies http://www.penn.museum/sites/2012/exhibit/2012-2/ Backpacks, Journals, Pens/Pencils (Exhibit Website) Evaluation methods(s) selected. Written pre-post test

THURSDAY, JULY 12TH, 2012 Curriculum Project Title: Artology Lesson Title: Collisions in Space Lesson No. 3.5 Teacher Name and contact information: Alexis Kiesel Goal: To demonstrate that planets within the solar system have been shaped by many external forces, specifically violent collisions with extra-planetary bodies. Message/theme/metaphor): 

From a violent beginning grew our universe – strength through adversity

Lesson Objectives Students will: 1. Learn about the history of the cosmos 2. Explore how collisions have shaped planets, and consider how external processes have impacted the conditions on our planet and others. 3. Consider the benefits and drawbacks of change – can change be good for a planet over the long term, can change be beneficial for people 4. Discern why meteorite impacts are difficult to find while working together to create a mural. Measurable Outcomes: By the end of this lesson… Art Skills: Science/Academic Skills: 85% of students will see the patterns created 100% of students will be able to explain how by their lunar collisions as creative inspiration. meteorite impacts can affect the Earth. 100% of students will understand the effect of Meteors and asteroids on the evolution of the Earth. 80% of students will be able to describe why meteorite impacts are difficult to distinguish. Social Skill: 100% of students will make decisions as a group during the collision making activity

Vocabulary Words: collision Mass-extinction lunar

Character/Spiritual Skill: 80% of students will feel wonder while considering the history of the Earth and cosmos as measured by journal entries.

crater

Lesson Breakdown:  Welcome Ritual: o Threshold, Artology MOTTO and RULES  Pre-Assessment: (10 min) o Students will be asked what they have learned about space this week. o They will be led to a discussion of the violent forces that exist in the solar system: “Did our Earth have an easy history, without any catastrophe or collisions?” “What about the other planets?” “Have you seen evidence of that on the surface of the earth”? o (If they are having trouble, remind them of the formation of the moon (collision with another plant) and how the moons surface looks (like Swiss cheese, many small collisions).  Introductory Activity (25 min) o Discuss the KT event/dinosaurs: Sixty-five million years ago about 70% of all species then living on Earth disappeared within a very short period. The disappearances included the last of the great dinosaurs. Paleontologists speculated and theorized for many years about what could have caused this "mass extinction," known, as the K-T event (Cretaceous-Tertiary Mass Extinction event). Scientists hypothesize that the K–Pg extinctions were caused by one or more catastrophic events, including at least one asteroid impact (especially the one which created the Chicxulub crater) or increased volcanic activity. Several impact craters and massive volcanic activity, such as that in the Deccan Traps, have been dated to the approximate time of the extinction event. One can never prove that an asteroid impact "killed the dinosaurs." Many species of dinosaurs (and smaller flora and fauna) had in fact died out over the millions of years preceding the K-T events. The impact of a 10-km asteroid would most certainly have been an enormous insult to life on Earth. Locally, there would have been enormous shock wave heating and fires, tremendous earthquake, hurricane winds, and trillions of tons of debris thrown everywhere. It would have created months of darkness and cooler temperatures globally. There would have been concentrated nitric acid rains worldwide. Sulfuric acid aerosols may have cooled Earth for years. Life certainly could not have been easy for those species which did survive. Fortunately such impacts occur only about once every hundred million years. o Lunar craters are craters on Earth’s Moon.The Moon’s surface are saturated with craters, almost all of which were formed by impacts. Because of the Moon's lack of water, and atmosphere, or tectonic plates, there is little erosion, and craters are found that exceed two billion years in age. The age of large craters is determined by the number of smaller craters contained within it, older craters generally accumulating smaller, contained craters. The smallest craters found have been microscopic in size, found in rocks returned to Earth from the Moon. The largest crater called such is about 360 kilometers (220 mi) in diameter, located near the lunar South Pole. However, it is believed that many of the lunar maria were formed by giant impacts, with the resulting depression filled by upwelling lava. o Surface of mars: Has hundreds of thousands of craters. o This can be a metaphor for many of our own struggles in life. Remember, some collisions end up being good! that is how we get water on the Earth).



 

o Much of space has been shaped by violence – explosions and collisions. Show images of galaxies and stars forming, black holes etc. with the goal of informing and amazing and sparking curiosity. o Redirect students to the idea of impacts within our solar system. Usually, impacts from asteroids and meteors don’t leave marks that are easy to spot, and fragments of ice and rock split up. Body of Lesson (1 hour) o Today we are going to model space collisions using the projects you started in Ms. L’s lab. o Students will be split into groups and given balloons to fill with paint, water, flour and pebbles (see searching for meteors activity for printable data table). The will record volumes of each on data sheets. Although each student launches (throws) a balloon filled with water and pebbles, students should work as a group to choose areas, make predictions, record observations, and draw conclusions. o Place a funnel in the neck of a balloon. Fill balloon with approximately 1/4 cup of flour. Flour tends to pack, so it should be poured into the funnel slowly. A thin stick may be used to keep the flour flowing, but do not puncture the balloon. o Add pebbles one at a time, noting number of pebbles and color. o Fill balloon 3/4 full with water or paint. Do not shake the balloon. Be sure to tie the balloon securely. This step must be done just before going outside to launch the balloons. o They will then take their “meteors” outside to impact their planets. Tell the students “Launch balloons one at a time in designated areas. You may throw the balloon at an angle, lob them or throw them straight up so that they impact vertically. Remember to work as a group. Record observations at your launch site quickly then move to the next launch. When the group launches are complete, individuals return to their impact site to finish the sketch of their scatter pattern.” o Remember! This is still a scientific project, so we need to record the location of our impact sites and what they look like after the collision on our data sheets. “How did the scatter pattern change when angle of impact changed?” “How much of the initial material were you able to recover?” Conclusion: (10 min) Students will go back inside and discuss their findings with the group. Post-Assessment: (10 min) o Students will reflect on cosmic collisions. How have meteoroid collisions positively and negatively changed our planet or the solar system? Does it depend on your perspective?

Supplementary Books, Websites or CD’s “Cosmos” DVDs to watch at lunch “Searching for Meteors” lesson plan

Materials & Supplies Small water balloons, flour, paint, water, pebbles, funnel Images of craters and space collisions Rulers, data charts

Evaluation methods(s) selected. Written/oral pre-post test

Thursday, July 12th, 2012 Curriculum Project Title: Artology Lesson Title: Capture the Sun Lesson No. 3.6 Teacher Name and contact information: Elizabeth Latham* Lesson Overview/Goal: This lesson challenges students to take part in a pinhole solargraphy experiment that has the potential for a positive or negative outcome. Students will be introduced to the part variables play in experimentation and will think ahead to predict the end result. Message/theme/metaphor: 

It is important to try something new even when you do not have total control over the outcome.

Lesson Objectives: Students will: 1. 2. 3. 4.

Participate in an experiment with unknown outcomes. Predict outcomes. Follow step by step instructions to construct a functioning pinhole camera. Understand the specific necessities that make photography work.

Measurable Outcomes: By the end of this lesson… Art Skills: Science/Academic Skills: 70% of students will be able to construct a light tight pinhole camera as measured by authentic assessment.

80% of students will know what a variable is and identify specific variables that affect the solargraphy experiment as measured by oral description.

Social Skill:

80% of students will be able to identify other containers that can be recycled to make pinhole cameras as measured by written response. Character/Spiritual Skill:

90% of students will know strategies of group decision making and compromise as measured by oral description and authentic assessment. Vocabulary Words: Solar photograph Pinhole Camera obscura Light sensitive

80% of students will feel purposefulness and responsibility while constructing cameras as measured by verbal discourse. reaction Solargraphy variable “Light tight”

Lesson Breakdown: 

Welcome Ritual: (10 min) o Threshold, Artology MOTTO and RULES  Introductory Activity/Pre-assessment: (10 min) o Students enter class to a table set up with an array of objects. Their task is to categorize the objects into things that are cameras and things that are not cameras  Body of Lesson: (1 hour 20 min) o Teacher reviews students’ categories. o Teacher brings out a box and asks students to decide which category to which it belongs o Teacher explains camera obscura and shows students examples of unusual pinhole cameras and the photographs they take o Teacher demonstrates the pinhole camera building process o Students work together to build a large pinhole camera from a box. o Teacher shows images captured by the example camera, and demonstrates how to place the paper in the camera o Students take part in “the sun project” and decide as a group where to place the camera for the remainder of the camp and predict what the pictures might look like when they are developed.  Conclusion: (15 min) o Students decide as a group where to place the camera for the remainder of the camp and predict what the pictures might look like when they are developed. o Teacher shows students the examples of completed solargraphy images o Clean up and closing Supplementary Books, Websites or CD’s Materials & Supplies www.builditsolar.com/Projects/Educational/Solargraphy/Solarg Boxes raphy.htm thesunproject.tumblr.com/post/25038437181/welcome-to-the- Black paint sun-project Black duct tape Thin copper plate needle Photo sensitive paper Evaluation methods(s) selected.   

Oral description written response authentic assessment

Friday, July 13th, 2012 Curriculum Project Title: Artology Lesson Title: Space Ball Lesson No. 3.7 Teacher Name and contact information: Alexis Kiesel and Elizabeth Latham* Goal: After a week of learning about the individual conditions and climates of the planets of our solar system, the impact of meteors and asteroids on the evolution of the earth, and space research, students will enjoy a game of Space Ball. Space Ball requires the students to become one of the planets of our solar system. Students must follow the orbital route of the planets while attempting to judge asteroids and meteors (water balloons) that periodically fly through their atmospheres. Message/theme/metaphor:  Science doesn’t need to be restricted to a classroom! Lesson Objectives: 1. Students will understand the orbital routes of the planets of the solar system. 2. Students will engage in movement to simulate the orbit of the planets. 3. Students will learn how to effectively function within limited areas of movement. Measurable Outcomes: By the end of this lesson… Art Skills: Science/Academic Skills: 100% of students will create a costume that 100% of students will understand the orbit route of represents the particular planet they will be 1 planet in our solar system. during the Space Ball game. Social Skill: 90% of students will engage in respectful and healthy competition during the Space Ball game.

Character/Spiritual Skill: 90% of students will feel content with their participation in the day’s activities.

Vocabulary Words: Orbit Asteroid Meteor Collision

Lesson Breakdown: (indicate number of minutes for each)  Students will be taught a brief lesson on the orbit of planets which will include why planets orbit, gravitational pull, etc.  Students will then be split into 4 groups of 7 (with one more person in two of the groups) and asked to pick a piece of paper out of hat. This paper will have a planet name written on it.  Students will then be given informational sheets about their planets (conditions, orbit pattern, etc.).  Students will then be given the opportunity to create a costume that symbolizes their planets (costume can be a drawing of the planet that can be pinned to the student’s shirt).  Students are then taken outside to practice the orbit pattern of their planets with other planets. Students are only allowed to move in their orbit pattern (circular motion in one direction unless otherwise instructed).  After students have practiced, they will continue to orbit and the game begins. A group leader or teacher will give instruction during the orbit such as “Reverse!” “Slow Motion” “Freeze Frame” “Fast Forward”.  While moving through their orbit patterns, other group leaders will throw meteors and asteroids (water balloons of different sizes) at the students. Students must try to dodge the meteors or asteroids while still listening to the instructions of the Group leader.  The game continues until there are two planets left in each orbit. The remaining two planets from each group will come together and Supplementary Books, Websites or CD’s Materials & Supplies Water Balloons Paint, Paper, Pencils, Evaluation methods(s) selected. (Written/oral pre-post test, authentic assessment, performance-based assessment, etc.; and for what knowledge, skills, abilities, outcomes?)

Artology Fire and Ice Curriculum Week 4: July 16th – July 20th, 2012 Theme: Deep Sea Lessons: 4.1: The Aquarium 4.2: Animal Adaptations and Ms. K’s Laboratory 4.3: Wild and Wacky Adaptations of the Deep 4.4: Seeing in the Deep 4.5: If I Was a Fish in the Deep Blue Sea 4.6: Bioluminescence and Black Lights Party! COLOR KEY Lesson Number Ms. K and Ms. L same lab Ms. K and Ms. L Same Field Work Ms. L’s Lab or Field Work Ms. K’s Lab or Field Work

Monday, July 16th, 2012 Curriculum Project Title: Artology Lesson Title: Visit to the Aquarium Lesson No. 4.1 Teacher Name and contact information: Alexis Kiesel and Elizabeth Latham* Goal: Students will look at fish and aquatic invertebrates and mammals and consider their adaptations Message/theme/metaphor): ď&#x201A;ˇ Creatures can survive in seemingly impossible circumstances. Lesson Objectives Students will: 1. Learn about animal adaptations as a component of evolution and driving force behind diversity of life on this planet 2. Learn about how certain adaptations allow some animals to more effectively compete against others and acquire more mates and resources and avoid predation. Measurable Outcomes: By the end of this lesson: Art Skills: Science/Academic Skills: 80% of students will be able to draw an 80% of students will be able to define â&#x20AC;&#x153;adaptationâ&#x20AC;? animal with a specialized adaptation. as measured by verbal discourse. Social Skill:

Character/Spiritual Skill:

80% of students will respect each others personal space while viewing the exhibits as measured by direct assessment. Vocabulary Words: adaptation aquatic invertebrate mammals

80% of students will feel wonder at the resilience of nature as measured by journal entries.

Lesson Breakdown:  

Welcome Ritual: o Threshold, Artology MOTTO and RULES FIELD TRIP (All Day) o Students will leave for a field trip at the Camden Adventure Aquarium where they will look at fish and aquatic mammals, fish and invertebrates. Special attention will be paid to adaptations OR

Supplementary Books, Websites or CD’s

Materials & Supplies

Evaluation methods(s) selected.

Tuesday, July 17th, 2012 Curriculum Project Title: Artology Lesson Title: Animal Adaptations (with a visit to Ms. K’s Lab!) Lesson No. 4.2 Teacher Name and contact information: Alexis Kiesel and Elizabeth Latham Lesson Overview & Goal: Teach students about aquatic animals and the importance of conservation while stressing the benefits of education. Message/theme/metaphor: 

With a good education, you can do anything!

Lesson Objectives Students will: 1. Learn about animal adaptations to terrestrial and aquatic environments 2. Understand the importance of conservation after coming face to face with endangered species of reptiles 3. Learn about the benefits and opportunities that are afforded by attending college, studying science and performing research Measurable Outcomes: By the end of this lesson… Art Skills: Science/Academic Skills: 100% of students will explain an animal 100% of students will be able to define adaptation through a drawing in their journal “adaptation” as measured by verbal discourse. entry for the day. 90% of students will know how to use institutions such as the Wagner Institute for research purposes as measured by journal entries. 70% of students will be able explain how a good education provides exciting opportunities as measured by journal entries.

Social Skill: 100% of students will practice respect and consideration for others while on the field trip as measured by direct assessment.

70% of students will be able to describe specialized aquatic adaptations journal entries. Character/Spiritual: 70% of students will feel reverence and gratitude for the preservation of historic places such as the Wagner as measured by journal entries.

Vocabulary Words: evolution endangered species aquatic

Lesson Breakdown:  



Welcome Ritual: o Threshold, Artology MOTTO and RULES FIELD TRIP (Part 1, 1 hour 30 min) o Students will visit the Wagner Free Institute of Science in the morning for a lesson on animal adaptations, with a focus on aquatic adaptations. They will then explore the Wagner’s collection of specimen’s and enjoy an adaptation themed scavenger hunt. o Students will then have lunch in Fairmount Park FIELD TRIP (Part 2, 1 hour 30 min) o Afterward, students will take a short trip over to Saint Joseph’s University, where they will visit the Biodiversity Lab (where Ms. K conducted research). They will learn about freshwater fish, turtles and frogs, meet endangered species, and participate in another scavenger hunt – this one will be about the adaptations of the animals living in the lab. o Students will then see the lab in which Ms. K conducted research, and learn about the fun and challenges of college, research and working with animals! Post-Assessment Activity (20 min) o In their journals, students will then be asked what their favorite animal was (from either location) and how its adaptation(s) helped it to survive. They will then be challenged to imagine themselves as a scientist studying the animal. “What question would you most like to find the answer to about this animal?” “How would you go about answering it?” “Is there an experiment you would like to do?”

Supplementary Books, Websites or CD’s

Materials & Supplies Backpacks Paper, Pencils, etc.

Evaluation methods(s) selected. Written/oral pre-post test

Wednesday, July 18th, 2012 Curriculum Project Title: Artology Lesson Title: Wild and Wacky Adaptations of the Deep Lesson No. 4.3 Teacher Name and contact information: Alexis Kiesel Goal: To inspire creativity though interactive, hand-on activities which explore aquatic animals and deep sea dwellers. Message/theme/metaphor: ď&#x201A;ˇ

There is beauty in variation, differences make us special and interesting

Lesson Objectives: Students will: 1. Learn about the types of adaptations that exist in the deep sea and how they work. 2. Categorize adaptations into simple groups so that students can understand how structures and behaviors can impact survival. 3. Understand different kinds of fish adaptations and survival strategies 4. Analyze information and apply it in order to create something new Measurable Outcomes: By the end of this lessonâ&#x20AC;Ś Art Skills: Science/Academic Skills: 100% of students will create their own deep sea fish 100% of students will be able to describe 1 type with adaptations through a visual art experience. of Deep Sea adaptation. 80% of students will be able to describe types of pressures affecting deep sea fish. 75% of students will assist in the creation of chart detailing the different types of adaptations of deep sea fish.

Social Skill: 100% of students will share their created deep sea creature with the class or with small group. Vocabulary Words: hydrothermal bioluminescence physiological

50% of students will be able to categorize types of adaptations. Character/Spiritual: 80% of students will experience reverence for the creatures they are learning about as measured by direct assessment. behavioral structural

Lesson Breakdown: 

Welcome Ritual: o Threshold, Artology MOTTO and RULES  Pre-assessment: (5 min) o Instructor will reintroduce the idea of an adaptation (something that an animal has or does that helps it survive in its environment). “What are some adaptations you can think of?” Students will be asked to review what they learned about adaptations, specifically to the sea and deep sea.  Introductory Activity: (20 min) o Students will compile and examine a chart of fish adaptations and discuss the different body forms and behaviors that some fish have. Examples include flat fish like flounder (compressiform), torpedo shaped fish like tuna (fusiform) different arrangements of fins and tail shapes, different mouth shapes and orientations, fish that hunt in groups (some sharks), fish that shoal for safety (mackerel). Additional information on general types of fish adaptations can be viewed on the FLMNH Ichthyology site. o Ask students to think of different fish and what their adaptations may be. They may use the “build a fish” site to explore some additional examples.  Body of lesson (1 hour 20 min) o Students will watch videos and slide shows of the adaptations that are found among deep sea fish and invertebrates which allow them to withstand the pressure, cold and darkness of the deep. o Lead students to a discussion of bioluminescence and have them propose ideas for how this can be beneficial. What about finding food or camouflage? Attracting mates? o -Students will then be challenged to develop their own, well adapted, deep sea fish through a visual art experience. They should try to include at least two types of adaptations – mate attraction, protection, food acquisition (or, for older kids, Behavioral (an action i.e. shoaling or releasing ink), Physiological (ways that body parts impact survival i.e. reducing internal pressure through gas exchange) or Structural (a body part or coloring)). Students should also detail where they live, what they eat and how they complete their life cycle.  Conclusions o If time permits, students will share their animal with the class. Supplementary Books, Websites or CD’s Materials & Supplies http://www.flmnh.ufl.edu/fish/education/adapt/adapt.htm Fish adaptations slide show, computer http://sea.sheddaquarium.org/sea/interactive_module.as And projector p?id=7 Chart of fish forms Evaluation methods(s) selected. Written/oral pre-post test, authentic assessment, performance-based assessment

Wednesday, July 18th, 2012 Curriculum Project Title: Artology Lesson Title: Wild and Wacky Adaptations of the Deep Lesson No. 4.3 Teacher Name and contact information: Elizabeth Latham* Lesson Overview/Goal: The goal of this lesson is to allow students the opportunity to apply learned knowledge of actual fish adaptations to the creation of an imagined creature. This lesson will allow students to discover the importance of adaptations of other’s visual ideas in art the adoption of them. Message/theme/metaphor): 

Like other creatures, people will find ways to adapt for survival in any situation or condition.

Lesson Objectives (2-3) Students will: 1. Develop sculpting skills as they create three dimensional creatures. 2. Transfer knowledge between science and art by noticing how adaptations are used by artists and fish. 3. Orally present their final fish creatures to the class and explain which adaptations they included and why. Measurable Outcomes: By the end of this lesson… Art Skills: Science/Academic Skill: 90% of students will be able to decipher between two dimensional and three dimensional objects as measured by observation of categorization.

By the end of this lesson, 70% of students will be able to identify and state the purpose for at least four fish adaptations as measured by oral description. By the end of this lesson, ___% of students will

Social Skill:

Character/Spiritual Skill:

80% of students will show respect for others as measured by direct observation during oral presentations.

80% of students will show self-discipline while listening to oral presentation as measured by direct assessment.

Vocabulary Words: Form Sculpture/sculpt Distortion/creative distortion

Bioluminescence Adaptation Fish features: fin, tail, eyes, scales, gills, body, mouth

Neon colors contrast Photoluminescence/ glow in the dark light Lesson Breakdown: (indicate number of minutes for each)  



Welcome Ritual: (10 min) o Threshold, Artology MOTTO and RULES Pre-assessment/Introductory Activity: (15 min) o Three to One Sound and Movement Unification game, beginning in teams of three  Afterwards, students and teacher briefly reflect on the game Body of lesson: (1 hour 20 min) o Together with the teacher, students draw and label diagram of a “typical” fish o Teacher demonstrates newspaper/print, tape, and plaster strips sculpturing techniques o Students create“typical” fish form sculpture using newsprint, tape and plaster strips. o Using plans developed in Ms. K’s lab, students will alter their typical fish form to include the adapted features of their imagined deep sea fish o Once dry, students paint their deep sea creatures using both neon glow in the dark and regular acrylic paints.



Conclusion: (15 min) o Reflection Circle:  During teacher lead discussion, students are asked to consider and discuss the following question while comparing their deep sea fish project to other artists’ work: What is adaptation? Why are adaptations necessary? What is distortion? Why do artists distort reality? What do artist’s distortions express? How is creative distortion like adaptation? How does creative distortion help an artist to “survive”? What is contrast? How and why is contrast used in works of art and on creatures of the deep sea? What are the differences between a fish, a fish illustration, and a work of art that uses fish as the subject? Supplementary Books, Websites or CD’s Materials & Supplies Print: Fish Magic, Paul Klee Plaster strips Rice paper painting, three fish (Ms. L’s collection) Newsprint Print: Two Fish Tails, Alexander Calder Tape Drop cloths Drawing paper Pencils Evaluation methods(s) selected.   

Authentic assessment oral description direct observation

Thursday, July 19th, 2012 Curriculum Project Title: Artology Lesson Title: Seeing in the Deep Lesson No. 4.4 Teacher Name and contact information: Alexis Kiesel Goal Overview & Goal: Students will learn how adaptations can help animals to acquire food and compete for resources. Students will also learn how bioluminescence helps deep sea animals catch prey. Message/theme/metaphor: 

With caution, you can find a way through the darkness

Lesson Objectives Students will: 1. Explore the idea of “survival of the fittest” using a fun and surprising game where students acquire food using different “appendages”. 2. Experience how bioluminescence can be an adaptive trait for predatory fish through direct engagement of students. Measurable Outcomes: By the end of this lesson… Art Skills: Science/Academic Skills: 100% of students will act out the role of a 100% of students will be able to explain how deep fish with different types of appendages. adaptations can influence competition for food as measured by performance in game. 100% of students will learn about several adaptations of deep sea fish as measured by verbal discourse. 80% of students will be able to describe how bioluminescence functions as an adaptive trait as measured by written assessment. Social Skill: 100% of students will participate in the deep fish adaptation game as a feeding fish or a viper fish. Vocabulary Words: Survival of the fittest Adaptation Bioluminescence

Character/Spiritual: 80% of students will practice patience while waiting to participate in the game.

Appendage

Lesson Breakdown:   



Welcome Ritual: Threshold, Artology MOTTO and RULES Pre-assessment: (5 min) o Students will be asked to review what they learned about the sea adaptations. “What is bioluminescence?” “If you lived on the floor of the ocean, how would you find food?” Introductory Activity: (15 min) o Students will earn about the unique conditions that are present at different depths of the ocean, while looking at a chart showing the different layers of the ocean. Temperature, pressure and darkness are the main forces to contend with. “How do you think organisms can survive these conditions? How will they catch prey? How will they detect prey and predators without light? How will they find mates?” with a focus on identifying adaptations. Body of Lesson (1 hour 10 min) o We will then play a game that illustrates adaptations that help deep sea dwellers find food. Ask students to pretend they are deep-sea animals and have them select which plastic utensil they would like to have as a “feeding appendage” (knife, spoon, or fork). Do not tell the students ahead of time what they will be eating. o Ask for 3 volunteers: one to choose the knife, one to choose the spoon, and one to choose the fork. Tell the students that they are going to pretend to be deep-sea animals that live in dimly-lit water. Distribute goggles that have been covered with several layers of blue saran wrap or cellophane o Tell the students that when the light is turned off, they are to scoop up as many Skittles (food) as they can with their appendage (fork, knife, or spoon). o Have the first student that is actively participating in this first “round” put on their mask. Distribute Skittles candy evenly across the table. Turn off the lights. o Give each student 10 seconds to gather Skittles and at the end of the time limit, turn the light on. Count how many skittles the student was able to collect. Then let the next student have a turn. o Allow for discussion between trials and at the end regarding which student was able to collect the most “food” and which “appendage” was the most successful means for gathering food. o After the first trial, allow the students to select a different “feeding appendage.” o Allow all students time for reflection by having each student fill out the answers to the reflection questions on the Worksheet. After all students have filled out a Student Worksheet, allow time for class discussion. o Now play the game again, but the teacher should be at one end of the table with a flashlight that is turned on and off, so as if to “flash.” This represents a viperfish that uses bioluminescence as a lure to catch prey. It makes for a more interesting time if at the beginning of the game if the other students do not know what the flashing light represents. o Flash the light onto the table to illuminate a small portion of the Skittles. The feeding students should be able to see these Skittles better because of the light (bioluminescence). When one of the feeding students approaches the Skittles lit by the flashlight, this student can be grabbed by the student “viperfish,” which in turn, “pretends” to eat its newly-captured prey. The student may be grabbed by the arm and

made to sit down with the explanation that another fish has just eaten them. Depending on time, you may let all students try this activity and determine whether the added light helps or hinders the collection of food. 



Conclusions: (15 min) o Discussion can incorporate: Survival of the fittest (knives verses spoons), Different types of adaptations enable organisms to capture their prey effectively; learned verses innate ability to get food (some students learned the most effective methods of obtaining Skittles by watching other students). o Instructor will share with the class a wonderful surprise – a beaker of living bioluminescent algae! Students will each be given a vial to take home. Post-Assessment: (10 mins) o Students will write in their journals about how bioluminescence and other adaptations help deep sea animals to gain access to resources (such as food).

Supplementary Books, Websites or CD’s

Materials & Supplies Plastic knives, Forks spoons Dark paper to cover table and window 1 pair of goggles covered in cellophane Flashlight Skittles Worksheet Vial of bioluminescent algae

Evaluation methods(s) selected. Written pre/post-test, performance-based assessment

Thursday, July 19th, 2012 Curriculum Project Title: Artology Lesson Title: If I Was A Fish in the Deep Blue Sea… Lesson No. 4.5 Teacher Name and contact information: Elizabeth Latham* Lesson Overview & Goal: This lesson challenges students to apply learned knowledge of fish behaviors in the deep sea to the creation of abstract light painting. Students discover the function of dynamic movement in a work of art. During the creation of light paintings, students practice courteousness and patience as they taking turns at the camera while also navigating a dark space. Message/theme/metaphor: 

“When life gets you down, do you know what you do? You just keep swimming!” –Dory, Finding Nemo

Lesson Objectives: Students will: 1. Manipulate a digital camera’s functions in order to slow the shutter speed to capture light in motion. 2. Increase knowledge of abstract art and dynamic movement by creating, looking at and discussing examples of abstract art. 3. Develop courteousness and patience by taking turns and safely navigating a dark room amongst other students. Measurable Outcomes: By the end of this lesson… Art Skills: Science/Academic Skills: 70% of students will be able to define and identify abstract art as measured by written pre and post test.

100% of students will be able to explain and act out two different fish behaviors as measured by oral description and performance.

Social Skill:

80% of students will be able to create a set of instructions for creating light paintings as measured by written and drawn description. Character/Spiritual Skill:

80% of students will know how to act courteously as measured by authentic assessment and observation. Vocabulary Words: Photography/ light writing Light painting Slow shutter speed

90% of students will use patience while listening to instructions as measured by direct assessment.

tripod behavior Self-timer

light Dynamic movement capture Abstract Lesson Breakdown: (indicate number of minutes for each)  Welcome Ritual: (10 min) o Threshold, Artology MOTTO and RULES  Pre-assessment/Introductory Activity: (15 min) o As a warm up, teacher leads students in adaption of the game “What Time is it Mr. Wolf?” called “What time is it Mr. Shark?”  Body of lesson: (1 hour 20 min) o Teacher introduces “deep sea simulation activity” and new photography terms and techniques o Teacher demonstrates light painting and shows a variety of examples o Students practice moving around as fish behavior with lights o In a completely dark space, students move about as if they were fish on the ocean floor.  Meanwhile, students take turns (one at a time) photographing the activity.  Conclusion: (15 min) o Reflection Circle: During teacher lead discussion, students are asked to consider and discuss the following questions: What steps did we take in the process of creating light paintings? What are some effective ways of giving others instructions? What do our light paintings express? What are they pictures of? How do we see dynamic movement in out light paintings? What do our light paintings tell us about our experience? What are some things that abstract art can express? Supplementary Books, Websites or CD’s http://www.youtube.com/watch?v=SyBO10VhVmc http://www.youtube.com/watch?v=G7FbHx09STU

Evaluation methods(s) selected.    

Oral description written pre-posttest performance written and drawn description

Materials & Supplies Glow Lights Digital cameras Tripod (s) Video camera Black paper/ black trash bags Black tape

Friday, July 20th, 2012 Curriculum Project Title: Artology Lesson Title: Bioluminescence and Black Lights Party! Lesson No. 4.6 Teacher Name and contact information: Alexis Kiesel and Elizabeth Latham* Lesson Overview & Goal: Students will transform into deep sea fish with the adaptation of Bioluminescence! Students will attend a Bioluminescence party in a dimly lit room decorated in glow in the dark materials. Adorned in white t-shirts, students will interact with each verbally and non-verbally by using highlighters to draw pictures, write messages and directions on the t-shirts. Special glow in the dark games and activities will be played. Message/theme/metaphor:  Non-verbal communication.  Using strengths to survive. Lesson Objectives: Students will better understand the adaptation of bioluminescence as they act out the behavior of deep sea creatures. Students will use verbal and non-verbal cues to communicate with fellow “fish”. Measurable Outcomes: By the end of this lesson… Art Skills: Science/Academic Skills: 100% of students will create glow-in-dark, 100% of students will create their own underwater scenes. bioluminescence bubbles using highlighter liquid. Social Skill: 100% of students will engage in verbal and non-verbal communication with other classmates through written messages, sounds, and movements.

Character/spiritual: 80% of students will use modesty while accepting praise for their work as measured through direct assessment.

Vocabulary Words:

Lesson Breakdown: (indicate number of minutes for each) Multipurpose room  All lights off.  Black lights turned on (black light light-bulbs can be used as well)  Decorated with glow in the dark lanterns and other glow in the dark materials.  Fun, instrumental music playing.  Light paintings from previous lessons will be on display. Before entering:  Students are instructed that they cannot talk as they have been transformed back into deep sea fish.  Each student is given a highlighter and white t-shirt and is instructed that they can write messages on each other’s t-shirts (messages will glow in the dark).  Students then will come up with signals for certain gestures such as “Hello”, “I need to use the bathroom”, etc. Students will enter room and “swim” throughout. Various stations with activities are present: 1) Drawing table: Draw a glow in the dark underwater scene to be posted in the gallery corner of the room 2) Glows in the Dark Bubble: Students will be given the opportunity to create their own glow in the dark bubble solution. More activities to be added. Supplementary Books, Websites or CD’s Materials & Supplies Highlighters, White T-Shirts, Bubble Solutions, Black Paper, Glow in the Dark Paint/Markers, Glow in the Dark Lanterns, Glow Sticks, Evaluation methods(s) selected. (Written/oral pre-post test, authentic assessment, performance-based assessment, etc.; and for what knowledge, skills, abilities, outcomes?)

Artology 2012 Fire and Ice Curriculum Week 5: July 23rd – July 27th, 2012 Theme: Survival Lessons: 5.1: The Liberty Science Center 5.2: Critical Thinking – The Key to Survival 5.3: Survival Mode 5.4: Orienteering at the Wissahickon Environmental Center 5.5: Physiology and First Aid 5.6: Need for Knots 5.7: Survivor Field Day! COLOR KEY Lesson Number Ms. K and Ms. L same lab Ms. K and Ms. L Same Field Work Ms. L’s Lab or Field Work Ms. K’s Lab or Field Work

Monday, July 23rd, 2012 Curriculum Project Title: Artology Lesson Title: Field Trip to the Liberty Science Center Lesson No. 5.1 Teacher Name and contact information: Alexis Kiesel and Elizabeth Latham* Goal: Students will be engaged by the use of hands-on science exhibits. This will raise interest and excite students, and get them thinking about survival skills in preparation for the next week of activities and lessons. Message/theme/metaphor:  “Adversity, and perseverance and all these things can shape you. They can give you a value and a self-esteem that is priceless.” Lesson Objectives: Students will: 1. Review science topics already covered in Artology a. The five (5) senses and deep sea navigation in the “Touch Tunnel” b. Adaptation and food acquisition in the “Eat and Be Eaten” exhibit c. Microbial organisms in the “Infection Connection” d. Native wildlife in “Our Hudson Home” e. Inquisition and exploration using reasoning and the scientific method in “Wonder Why” f. Adaptations and Habitats in the “In the Dark” exhibit g. Space exploration and travel in “Pulseworks Motion Simulator” 2. Learn about agility and flexibility in the “Wildlife Challenge” 3. Explore fundamental scientific concepts through interactive learning Measurable Outcomes: By the end of this lesson… Art Skills: Science/Academic Skills: 100% will be exposed to different types of art 100% of students will receive a review of learned forms during exhibits such as sculpture, visual materials from previous weeks of Artology as they art, and music. travel through the exhibit. Social Skill: 100% will travel in groups throughout Liberty Science Center and assist each other in taking photos, notes, and other assigned activities.

Character/Spiritual: 100% of students will have an understanding of joyfulness as they play, learn, and interact with each other simultaneously.

Vocabulary Words: Survival Agility

Lesson Breakdown:  

Welcome Ritual: Threshold, Artology MOTTO and RULES Body of the Lesson: FIELD TRIP (All day) Students will leave for a field trip to the Liberty Science Center, where they will be engaged through hands-on, exploratory scientific displays and exhibits. Students will also have the opportunity to climb, crawl and balance their way through an outdoor obstacle course.

Supplementary Books, Websites or CD’s www.lsc.org (Liberty Science Center Website)

Materials & Supplies Backpack, Journal, Pencils

Evaluation methods(s) selected. Reflective Journal Entries

Tuesday, July 24th, 2012 Curriculum Project Title: Artology Lesson Title: Critical Thinking – The Key to Survival Lesson No. 5.2 Teacher Name and contact information: Alexis Kiesel Goal: With an emphasis on two primary needs of humans – water and fire (which can act as a component of shelter, warmth and food), students will practice their critical thinking skills by facing a survival scenario and working with teammates address their needs. Message/theme/metaphor:  Your brain is your best tool Lesson Objectives: Students will: 1. Learn how to apply critical thinking skills to solve problems (build a fire, get clean water) in survival based scenarios 2. Be introduced to the reason based approaches to crisis – the STOP method and prioritizing needs will serve as guides to making good decisions 3. Practice useful skills such as fire building and how to disinfect water Measurable Outcomes: By the end of this lesson Art Skills: Science/Academic Skills: 100% of students will be able to use STOP in response to a crisis as measured by verbal discourse. 100% of students will gain basic survival skills based on scientific findings and instruction (i.e. what do you need to build a fire? Oxygen, Dry Materials, etc.) as measured by direct assessment. 90% of students will be able to identify the top priorities for survival as measured by verbal discourse.

Social Skill: 100% of students will be able to work with others to solve a problem

70% of students will be able to build a fire as measured by direct assessment. Character/Spiritual Skills: 90% of students will feel determination to effectively complete the challenge as measured by direct assessment. 70% of students will display patience when lighting their fire as measured by direct assessment.

Vocabulary Words: STOP Purification CPR Lesson Breakdown:  Welcome Ritual: Threshold, Artology MOTTO and RULES  Pre-assessment: (5 min) o Students will be asked if they have ever received emergency training before. CPR? Who can do the Heimlich? Who knows what to do when there is a fire? Today we are going to learn how best to deal with emergency situations, fitting into our general theme this week, which is Survival!  Introductory Activity: (35 min) o Gilligan’s Island Survival Game! Students will be split into groups of 4 and given this scenario: They have crash-landed on an island with similar climate to winter in PA. They can’t swim to the mainland and there is no boat. What 5 items would the group choose to have with them to increase their chances of survival? Students must work together to determine what 5 things they would need. o Call the whole class back together and survey choices, making a list on the board. Students will need to defend why they chose what they did, and peers will be encouraged to question each other, After all – the survival of the group depends on it! o For example, “Is a tent better than a sleeping bag?” “Will a tent be effective, if it doesn’t have a waterproof ground cloth?” If matches are chosen, “How will they get dry wood?” “Would a knife or axe be more useful?” “What about a signal mirror, CD, or flare gun?” If blankets are on the list “What material would be best?” (wool or fleece) “What about a hat?’ (you loose 50% of your heat through your head) o Then share with the students the following list: o 10 Essentials for a survival kit: Knife (folding with a locking blade) Lighter/matches/flint and steel garbage bag (shelter, raincoat, insulation when stuffed with leaves, carry water) water non-perishable/high energy food map and compass raingear extra warm clothes signaling whistle and mirror first aid kit  Body of lesson: (1 hour) o Students will receive a packet with information on survival. They will discuss, with the instructor, the 7 basic needs of survival: o Positive Mental Attitude, air, water, shelter, warmth, food, rest o Then the group will learn the first thing to do in an emergency:

STOP Slow down. This gives you some time. Time for the sense of panic to pass, and Time to... Think! How much time you need to slow down depends on your situation. For example, you can spare more time if you are lost than if your house is on fire. Think, about the factors affecting your situation, such as time of day, weather, injuries, etc. If lost study the map for landmarks. When did you last know where you were? Are your footprints visible? Can you hear sounds of traffic? You can often find your way back if you take time to think. If you can’t determine your way back, stay where you are! Observe what things are available to you that may be useful (resources) to help with the situation. What do you have in your pockets or pack? What useful items can you find or make from the natural materials surrounding you? You are trying to make yourself as comfortable as possible and also as visible as possible to rescuers. Plan your actions. Your plan should consider how to best use your resources and your energy. If you have followed the STOP sequence your plan will be the best available to you and therefore you probably should stay with this plan. o Students will then participate in an activity which will allow them to try out their new coping strategies and learn how to make a fire and purify water. o Ask the group – “Why is building a fire important? A fire is important because it gives warmth and light, acts as a signal, can purify water, dry clothing, and boasts moral.” o Break the students into groups so they can begin collecting material with an adult in an organized fashion. Collect wood and separate into three piles-tinder (toothpick size -smallest twigs & shavings), kindling (pencil size), and fuel wood (up to thumb size only). Don't begin fire until all wood has been collected. Use matches to light the smallest twigs (or paper), then blow to build up flame. (Alternative: use a water bottle as a lens to focus the suns rays, or a piece of glass) o Discuss water purification. Folklore contends that water running over rocks and small water falls is safe to drink-True/False? FALSE. Boiling water for 5 minutes is the safest method to kill germs and bacteria. Boiling will not remove chemical pollutants. o With fire burning strong, place water (from bottle) into the metal can and place in fire. You can add the needles from hemlock or pine trees to make a vitamin rich tea. Contains about 7 times more vitamin C than orange juice. There is also a poison hemlock, which is a flower. This is the hemlock that Socrates ingested. In an emergency situation, you should begin building the fire two to three hours before dark and gather two to three times as much wood as you think you need. To extinguish the fire, pour buckets of water over the fire area and stir the ashes with a stick. Continue this until you are safely able to place your hand on the fire site, and then in the ashes. If the ashes are cold the fire is completely extinguished. IS YOUR FIRE COMPLETELY OUT? THE FIRE RING SHOULD BE COLD!  Conclusions: (10 min) o Review with students, what would they do first in an emergency scenario? What are their top priorities? Ask the students, “What is the most important tool they have in a crisis

situation?” Take a few answers, and then tell them that there is something more critical than their knife, phone, garbage bag, first aid kit etc….THEIR BRAIN!”

Supplementary Books, Websites or CD’s

Materials & Supplies Water bottles, wood and paper, matches Magnifying glass, information packets Pot for water

Evaluation methods(s) selected. Written/oral pre-post test, direct assessment

Tuesday, July 24th, 2012 Curriculum Project Title: Artology Lesson Title: Survival Mode: Hidden in Plain Sight Lesson No. 5.3 Teacher Name and contact information: Elizabeth Latham* Goal: This lesson will teach students about the adaptation of camouflage while encouraging them to acknowledge ways in which they may camouflage their feelings and emotions. Message/theme/metaphor): What do you use to camouflage? Lesson Objectives (2-3) 1. Students will learn/review the definition of camouflage. 2. Students will learn about the Artist Pablo Picasso and his painting styles/genres. 3. Students will create self-portraits using camouflage. 4. Students will develop a sense of independence. Measurable Outcomes: Art Skills:

Science/Academic Skills:

By the end of this lesson, 100 % of students will be able to define and create a self-portrait that includes camouflage as measured by authentic assessment.

By the end of this lesson, 90% of students will be able to name two or more animals that use camouflage as measured by oral description.

Social Skill: 80% of students will gain an understanding of how they â&#x20AC;&#x153;camouflageâ&#x20AC;? themselves from others in order to protect themselves, stand out, or fit in as measured by written reflection.

Character/Spiritual Skills: 80% of students will gain an understanding of the virtue of independence by relying on their own choices to create their camouflage self-portraits as measured by authentic assessment.

Vocabulary Words: Camouflage Independence

Lesson Breakdown: (indicate number of minutes for each) 

Welcome Ritual: (10 min) o Threshold, Artology MOTTO and RULES  Pre-assessment: (5 min) o Look and See activity: “Who’s hiding here?” o Teacher asks students to consider and discuss the following questions: What is camouflage? What purpose does camouflage serve? What types of fish use camouflage? What are some other animals that you can think of that use camouflage? Do humans every use camouflage? If so, why? Why don’t humans have camouflaged patterns embedded into their skin?  Introductory Activity: (45 min) o Following a discussion on camouflage, students view macro photographs of animal camouflage o After teacher demonstration create paintings inspired by the patterns they see o Students paint their non-dominant hand to camouflage it in their paintings, then take photographs of their camouflaged hand  Body of Lesson: (45 min) o Students are asked to consider and discuss the following question:  Do artists need to adapt to survive? o Students are challenged to put in sequence a series of Pablo Picasso self portraits o Afterward, students and teacher discuss how and why his self-portraits change over time  Teacher introduced the traditions and ways in which Pablo Picasso adapted visual ideas of other artists in order to further his self-expression o After teacher demonstration, students create camouflaged self-portrait pictures using oil pastels and acrylic paint  Conclusions: (15 minutes) o Reflection Circle:  Students answer the question “What emotions, actions, etc. do I use to camouflage to myself?” o Clean up and Closing Supplementary Books, Websites or CD’s Materials & Supplies http://animals.pppst.com/camouflage.html Paint Prints: Animal camouflage Paper Pablo Picasso Self Portraits and examples of cubism Paint brushes Oil pastels Digital camera Evaluation methods(s) selected: Authentic assessment-Completion of self-portrait, Written Reflection-Journals, Oral Description-Class Dialogue

Wednesday, July 25th, 2012 Curriculum Project Title: Artology Lesson Title: Orienteering at the Wissahickon Environmental Center Lesson No. 5.4 Teacher Name and contact information: Alexis Kiesel and Elizabeth Latham* Goal: Students will learn how to use a map and compass to navigate through the woods of Wissahickon Environmental Center. Message/theme/metaphor: We need the proper “tools” to navigate through life. What tools do you have? Lesson Objectives : Students will: 1. Learn the definition of orienteering. 2. Learn how to read and follow an orienteering map 3. Learn how to use a compass 4. Utilize both map and compass reading skills through an orienteering course in the woods of the Wissahickon Environmental Center Measurable Outcomes: By the end of this lesson: Art Skills: Science/Academic Skills: 90% will understand the use of symbols through 90% of students will learn how to read and follow the use of orienteering maps for future creative an orienteering map as measured by authentic projects as measured by cumulative art assessment projects. Social Skill: 100% of students will work together in order to successfully navigate through the WEC Orienteering course as measured by authentic assessment.

Character/Spiritual Skill: 85% of students will begin to understand the virtue of wisdom as a “map” or “tool” for living and obtaining the “good life” as measured by written reflection

Vocabulary Words: Orienteering Compass Map

100

Lesson Breakdown: (indicate number of minutes for each) FIELD WORK SITE: Wissahickon Environmental Center (WEC)   

Students will attend a 90 minute “Introduction to Orienteering Course”, led by WEC instructors. Students will learn what Orienteering is all about, be taught how to read an orienteering map (its symbols, etc.) and how to use a compass as a navigation tool. Students will enter an Orienteering course in groups. They will use their newly acquired Orienteering skills to successfully navigate themselves to the end of the course.

Supplementary Books, Websites or CD’s http://en.wikipedia.org/wiki/Orienteering http://www.fairmountpark.org/pdf/school_group_programs.pdf

Materials & Supplies

Evaluation methods(s) selected. Authentic Assessment – Completing Orienteering course as a group

101

Thursday, July 26th, 2012 Curriculum Project Title: Artology Lesson Title: Physiology and First Aid Lesson No. 5.5 Teacher Name and contact information: Alexis Kiesel Lesson Overview & Goal: In this final lesson on survival, students will learn the basics of first aid, with special attention paid to skills that they may actually use and need – dressing a wound, performing CPR or the Heimlich maneuver. Message/theme/metaphor): 

You have the power to help others

Lesson Objectives Students will: 1. Build teamwork and trust while in a scenario where they need to work together to treat “injured” teammates 2. Feel empowered by becoming informed about how to treat minor and serious injuries Measurable Outcomes: By the end of this lesson… Art Skills: Science/Academic Skills: 65% of students will use dramatic improvisation to play injured survivors of a 100% of students will be able to perform CPR and plane crash as measured by authentic the Heimlich maneuver assessment. 80% of students will be able to treat a minor to moderately serious bleeding wound Social Skill: 80% of students will practice gentleness as they attend to the feigned first aid needs of classmates

Character/Spiritual Skill: 80% of students will have confidence that they can be helpful when responding to a crisis scenario.

Vocabulary Words: First Aid Splint

102

Lesson Breakdown:  



Welcome Ritual: Threshold, Artology MOTTO and RULES Pre-assessment: (10 min) o Review 7 needs and STOP. What do students remember about survival? What did they learn in the orienteering course? How many students feel confident they could reactive calmly and effectively in an emergency situation? o A general rule of thumb is, you can survive for approximately:  3minutes without air  3 hours without shelter (in average weather for P.A. ~ 50 degrees, realizing that clothing is shelter)  3 days without water  3 weeks without food. Introductory Activity: (30 min) Natural Disaster Game: Students will be told they have just crash landed and were ejected from a plane and everyone has a different injury. Students need to work together to help the wounded get to a safe spot – no one can be left behind. Instructor will tell each student his or her injury, with some being blind, deaf, or mute and others with broken limbs. This is an opportunity to build teamwork and allow the students to practice their acting skills. They will have 20 minutes to get all injured students to the designated safe spot, with their “wounds” tended (broken arms splinted with bandanas, bleeding cuts wrapped up). o Then ask students, “Did they feel like they knew how to treat injuries? What were the best strategies for helping and caring for others? Did some students find themselves in leadership roles? How did each person help others? What techniques would they like to know in order to better treat injuries, hypothetical or real?” o This will lead them into the main activity.



Body of Lesson (1 hour) o Students will learn several first aid techniques and act them out within the group. Certain steps will be explained in relation to the physiology of the human body: for example, raising a bleeding wound above the level of the heart to slow bleeding. (Details have been omitted because we will hopefully have a guest presenter who is an expert in CPR etc. detailing these procedures)  Conclusions (10 min) o What was the most important skill learned in this activity? Do you think you could practice it effectively if you needed to? Supplementary Books, Websites or CD’s Materials & Supplies First aid kits, bandanas (for making splints or dressing wounds) Evaluation methods(s) selected. Written/oral pre-post test, performance-based assessment

103

Thursday, July 26th, 2012 Curriculum Project Title: Artology Lesson Title: Need for Knots Lesson No. 5.6 Teacher Name and contact information: Elizabeth Latham* Lesson Overview & Goal: This lesson will challenge students to be resourceful as they hone their hand eye coordination and experience the importance of perseverance. Message/theme/metaphor:   

“If at first you don’t succeed, try, try again” “When you come to the end of your rope, tie a knot and hang on”. - Franklin D. Roosevelt Sometimes you have to work with what you have.



Sometimes in life we have knot like situations, but just like we made and used knots in a useful way today, we can make use of those situations to help us grow, obtain skills. Lesson Objectives: Students will: 1. Develop survival skills through learning to tie useful knots and applying the knots to basic survival needs. 2. Study the origins of macramé. 3. Increase intrinsic motivation to be persistent and resourceful. 4. Practice creating patterns. Measurable Outcomes: By the end of this lesson… Art Skills: Science/ Academic Skills: 90% of students will be able to tie four different types of knots as measured by authentic assessment (physical creation of knots from string).

85% of students will be able to use overhand knots to tie a net, and identify uses for a net as a tool that will help to satisfy at least one of the seven basic survival needs as measured by oral transfer and apply. 80% of students will know how to identify and define uses for at least four types of knots as measured by oral description.

104

Social Skill:

Character/Spiritual Skill:

75% of students will learn cooperation and patience with others as measured by direct observation during knot tying activities

75% of students will be able practice perseverance through learning a new, difficult skill as measured by authentic assessment and written reflection in journal.

Vocabulary Words: Macramé Square knot Over hand knot Figure eight knot Half hitch Clove hitch Lesson Breakdown: (2 hours)  



stringing tying pattern

Welcome Ritual: (10 min) o Threshold, Artology MOTTO and RULES Pre-assessment /Introductory Activity: (15 min) o Students are split into small groups and are given this scenario: You are on an adventure in the woods, far from civilization, your only tool is a rope or bandana how many different uses can the bandana serve you? o Students share their findings with the whole class. Body of Lesson: (1 hour 20 min) o Teacher and students review 7 survival needs they have learned this week. o Students discuss one use for string that deals with each need. o Teacher asks students to consider and discuss the following questions: What is a knot? What do we use knots for in our lives? o Teacher discusses knotting with students and shows examples of simple knots that they will learn to tie. o Students work on a collaborative net tying project as they practice the first, most simple knot, the overhand knot o Students view step by step visual and written instructions of the other more complex knots and practice tying them  Reflection Circle: Once students have practiced the knots, they will hang their work and discuss potential everyday uses for the knots and create class lists o Teacher introduces macramé: the art of tying knots in patterns, and its history o Teacher demonstrates how to use the knots they have learned to create macramé bracelets that include colorful pony beads. o Students will create macramé team bracelets to be worn on Survival Field Day. Conclusion: (15 min) o Reflection Circle: Students will be asked to consider and discuss the following questions: How did the knot tying project go? What is the most useful knot for your everyday life? How did you feel while trying to learn the various types of knots? If it was

105

difficult, how did you get through the project? Are there any situations in your life that resemble a knot (all tied up, possibly hard to undo, etc.)? How can you learn from these situations? What skills can you take out of them?" o Lab Clean Up and Closing Supplementary Books, Websites or CD’s Materials & Supplies http://www.youtube.com/watch?v=AF8r-JPIOh8 http://survivalcache.com/30-uses-for-a-bandana/ http://www.motherearthnews.com/multimedia/imagegallery.aspx?id=113446&seq=0 http://macramebracelets.com/history-macrame Evaluation methods(s) selected.    

Authentic assessment oral description written reflection oral transfer and apply

106

Yarn Cord/string/rope Pony beads bandana

Friday, July 20th, 2012 Curriculum Project Title: Artology Lesson Title: Survivor Field Day! Lesson No. 5.7 Teacher Name and contact information: Alexis Kiesel and Elizabeth Latham* Project Description/Overview: The last day of camp! This Day will be planned by all staff members as an ongoing staff teambuilding activity. Plan will be filled in as progress is made. Goal: Message/theme/metaphor): Lesson Objectives (2-3) (What am I trying to teach? KSA’s? Do they relate to your curriculum objectives?) Measurable Outcomes (Do they feed into your overall curriculum outcomes?): By the end of this lesson, ____% of the student will: Know…. (knowledge)...as measured by_______ (2) Be able to… (Skills)...as measured by ________ (2) Remember to have academic, social, spiritual/academic, art, and science skills. Art Skills:

Science Skills:

Social Skill:

Academic:

Vocabulary Words:

Lesson Breakdown: (indicate number of minutes for each) Students can create Metaphorical survival kits for each other: http://www.chemoangels.net/angels%20corner/sub%20folders/survival_kit.htm#Friendship_Survival_Kit... Supplementary Books, Websites or CD’s

Materials & Supplies

107

Evaluation methods(s) selected. (Written/oral pre-post test, authentic assessment, performancebased assessment, etc.; and for what knowledge, skills, abilities, outcomes?)

108

The 2012 Artology Curriculum meets the following Academic Standards: Academic Standards for the Arts and Humanities 9.1. Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts 9.1.5. Grade 5

9.1.8 Grade 8

A. Know and use the elements and principles of each art form to create works in the arts and humanities. • Elements 

Theatre: scenario



Visual Arts: • color • form/shape • line • space • texture • value

• Principles 

Theatre: • collaboration



Visual Arts: • balance • contrast • emphasis/focal point • movement/rhythm • proportion/scale • repetition • unity/harmony

B. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. 

Dance: • move



Music: • sing • play an instrument •improvise



Visual Arts: • paint • draw • craft • sculpt • print • design for environment, multi-media

C. Recognize and use fundamental vocabulary within each of the arts forms. C. Know and use fundamental vocabulary within each of the arts forms. C. Identify and use comprehensive vocabulary within each of the arts forms. C. Integrate and apply advanced vocabulary to the arts forms. E. Know and demonstrate how arts can communicate experiences, stories or emotions through the production or works in the arts.

E. Communicate a unifying theme or point of view through the production of works in the arts.

F. Describe works of others through performance or exhibition in two art forms.

F. Explain works of others within each art form through performance or exhibition.

H. Use and maintain materials, equipment and tools safely at work and performance spaces.

H. Demonstrate and maintain materials, equipment and tools safely at work and performance spaces.

109

• Describe some materials used.

• Analyze the use of materials.

• Describe issues of cleanliness related to the arts.

• Explain issues of cleanliness related to the arts.

• Describe types of mechanical/electrical equipment

• Explain the use of mechanical/electrical equipment.

Usage.

• Demonstrate how to work in selected physical

• Know how to work in selected physical space/environments.

Space/environment.

• Identify the qualities of safe props/stage equipment.

• Demonstrate the selection of safe props/stage equipment.

• Describe methods for storing materials in the arts.

• Demonstrate methods for storing materials in the arts.

I. Describe arts events that take place in schools and in communities.

J. Apply traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.

K. Apply traditional and contemporary technology in furthering knowledge and understanding in the humanities.

K. Incorporate specific uses of traditional and contemporary technologies in furthering knowledge and understanding in the humanities.

Academic Standards for the Arts and Humanities 9.2. Historical and Cultural Contexts 9.2.5 Grade 5

9.2.8 Grade 8

A. Explain the historical, cultural and social context of an individual work in the arts. B. Relate works in the arts chronologically to historical events C. Relate works in the arts to varying styles and genre and to the periods in which they were created D. Analyze a work of art from its historical and cultural perspective. E. Analyze how historical events and culture impact forms, techniques and purposes of works in the arts F. Know and apply appropriate vocabulary used between social studies and the arts and humanities. G. Relate works in the arts to geographic regions: • Africa

110

• Asia • Europe • North America I. Identify, explain and analyze philosophical beliefs as they relate to works in the arts. J. Identify, explain and analyze historical and cultural differences as they relate to works in the arts. K. Identify, explain and analyze traditions as they relate to works in the arts. L. Identify, explain and analyze common themes, forms and techniques from works in the arts.

Academic Standards for the Arts and Humanities 9.3. Critical Response 9.3.5 Grade 5

9.3.8 Grade 8

A. Identify critical processes in the examination of works in the arts and humanities.

• Compare and contrast

• Analyze

• Interpret

• Form and test hypotheses

B. Describe works in the arts comparing

similar and contrasting characteristics

C. Classify works in the arts by forms in which they are found

111

D. Compare similar and contrasting important aspects of works in the arts and humanities based on a set of guidelines using a comprehensive

Vocabulary of critical response.

E. Describe and use types of critical analysis in the arts and humanities.

• Contextual criticism

• Formal criticism

• Intuitive criticism

F. Know how to recognize the process of criticism in identifying and analyzing characteristics among works in the arts.

G. Describe a critic's position or opinion about selected works in the arts and humanities.

G. Describe a critic's position or opinion about elected works in the arts and humanities.

Academic Standards for the Arts and Humanities 9.4. Aesthetic Response 9.4.5 Grade 5

9.4.8 Grade 8

A. Identify uses of expressive symbols

that show philosophical meanings in

works in the arts and humanities

B. Investigate and communicate multiple

philosophical views about works in the

Arts.

C. Identify the attributes of various audiences’ environments as they influence individual aesthetic

112

response

D. Explain choices made regarding media, technique, form, subject matter and themes that communicate the artistâ&#x20AC;&#x2122;s philosophy within a work in

D. Describe to what purpose philosophical ideas generated by artists can be conveyed through works in the arts and

the arts and humanities

humanities

113

Academic Standards for Science and Technology and Engineering Education (June, 2009, Elementary Standards Grades 3- 8) 3.1.4.A1. Classify plants and animals according to the physical characteristics that they share. 3.1.4.A2. Describe the different resources that plants and animals need to live. 3.1.5.A2. Describe how life on earth depends on energy from the sun. 3.1.6.A2. Describe how energy derived from the sun is used by plants to produce sugars (photosynthesis) and is transferred within a food chain from producers (plants) to consumers to decomposers. 3.1.7.A1. Describe the similarities and differences of physical characteristics in diverse organisms. 3.1.4.A3. Identify differences in the life cycles of plants and animals. 3.1.4.A5. Describe common functions living things share to help them function in a specific environment. 3.1.5.A5. Explain the concept of a cell as the basic unit of life. Compare and contrast plant and animal cells. 3.1.6.A5. Describe basic structures that plants and animals have that contribute to their ability to make or find food and reproduce. 3.1.6.A8. SCALE. Explain why the details of most cells are visible only through a microscope. 3.1.8.A8. CHANGE AND CONST ANCY Explain mechanisms organisms use to adapt to their environment. 3.1.3.C1. Recognize that plants survive through adaptations, such as stem growth towards light and root growth downward in response to gravity. 3.1.4.C1. Identify different characteristics of plants and animals that help some populations survive and reproduce in greater numbers. Describe how environmental changes can cause extinction in plants and animals. 3.1.5.C1. Describe how organisms meet some of their needs in an environment by using behaviors (patterns of activities) in response to information (stimuli) received from the environment. 3.1.4.C2. Describe plant and animal adaptations that are important to survival. 3.1.7.C2. Explain why the extinction of a species may occur when the environment changes. Explain that mutations can alter a gene and are the original source of new variations in a population. 3.1.7.C3. CONSTANCY AND CHANGE Identify evidence drawn from geology, fossils, and comparative anatomy that provides the basis for the theory of evolution. 3.2.5.A1. Describe how water can be changed from one state to another by adding or taking away heat. 3.2.5.B3. Demonstrate how heat energy is usually a byproduct of an energy transformation. 3.2.8.B3. Explain how changes in temperature are accompanied by changes in kinetic energy. 3.2.3.B6. ENERGY Recognize that light from the sun is an important source of energy for living and nonliving systems and some source of energy is needed for all organisms to stay alive and grow. 3.2.7.B6. ENERGY Demonstrate that heat is often produced as energy is transformed through a system. ENERGY Demonstrate how the transfer of heat energy causes temperature changes. 3.3.4.A1. Describe basic landforms. Identify the layers of the earth. Recognize that the surface of the earth changes due to slow processes and rapid processes. 3.3.5.A1. Describe how landforms are the result of a combination of destructive forces such as erosion and constructive erosion, deposition of sediment, etc. 3.3.6.A2. Examine how soil fertility, composition, resistance to erosion, and texture are affected by many factors. 3.3.7.A1. Define basic features of the rock cycle. Describe the layers of the earth. Differentiate among the mechanisms by which heat is transferred through the Earthâ&#x20AC;&#x2122;s system. 3.3.7.A2. Explain land use in relation to soil type and topography. 3.3.8.A1. Distinguish between physical and chemical weathering. Compare and contrast the types of energy that drive Earthâ&#x20AC;&#x2122;s systems. 3.3.8.A2. Describe renewable and nonrenewable energy resources. 3.3.4.A3. Recognize that fossils provide evidence about the plants and animals that lived long ago and the nature of the environment at that time. 3.3.4.A4. Recognize Earthâ&#x20AC;&#x2122;s different water resources, including both fresh and saltwater. Describe phase changes in the forms of water on Earth. 3.3.5.A3. Explain how geological processes observed today such as erosion, movement of lithospheric plates, and

114

changes in the composition of the atmosphere are similar to those in the past. 3.3.7.A3. Explain and give examples of how physical evidence, such as fossils and surface features of glaciation support theories that the Earth has evolved over geologic time. Compare geologic processes over time. 3.3.7.A6. MODELS/SCALES Locate significant geologic structures using various mapping representations. CONSTANCY/ CHANGE Describe changes in atmospheric conditions associated with various weather patterns. CONSTANCY/ CHANGE SCALE Describe geologic time as it relates to earth processes. 3.3.4.B1. Identify planets in our solar system and their basic characteristics. Describe the earthâ&#x20AC;&#x2122;s place in the solar system that includes the sun (a star), planets, and many moons. Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars. 3.3.6.B1. Compare and contrast the size, composition, and surface features of the planets that comprise the solar system as well as the objects orbiting them. Recognize the role of gravity as a force that pulls all things on or near the earth toward the center of the earth and in the formation of the solar system and the motions of objects in the solar system. Explain why the planets orbit the sun in nearly circular paths. Describe how the planets change their position relative to the background of the stars 3.3.7.B1. Explain how gravity is the major force in the formation of the planets, stars, and the solar system. Describe gravity as a major force in determining the motions of planets, stars, and the solar system. Compare and contrast properties and conditions of objects in the solar system to those on Earth. 3.3.7.B2. SCALE AND MEASUREMENT Identify a variety of instruments used to gather evidence about the universe. PATTERNS Describe repeating patterns in the Sun- Earth-Moon system and the positions of stars. SCALE Relate planetary size and distance in our solar system using an appropriate scale 3.4.5.B2. Describe how waste may be appropriately recycled or disposed of to prevent unnecessary harm to the environment. 3.4.3.B4. Illustrate how people have made tools to provide food, clothing, and shelter. 3.4.4.B4. Describe how the history of civilization is linked closely to technological development. 3.4.5.B4. Identify how the way people live and work has changed history in terms of technology. 3.4.6.B4. Demonstrate how new technologies are developed based on peopleâ&#x20AC;&#x2122;s needs, wants, values, and/ or interests. Academic Standards for Environment and Ecology (June, 2009, Elementary Standards Grades 3- 10) 4.1.4.A. Explain how living things are dependent upon other living and nonliving things for survival. Explain what happens to an organism when its food supply, access to water, shelter or space (niche / habitat) is changed. Identify similarities and differences between living organisms, ranging from single-celled to multi- cellular organisms through the use of microscopes, video, and other media. 4.1.12.A. Analyze the significance of biological diversity in an ecosystem. Explain how species adapt to limiting factors in an ecosystem. Analyze the differences between natural causes and human causes of extinction. Research wildlife management laws and their effects on biodiversity. 4.1.10.B. Explain the consequences of interrupting natural cycles. 4.5.3.D. Identify organisms that are dependent on one another in a given ecosystem. Define habitat and explain how a change in habitat affects an organism. 4.5.4.D. Explain how specific adaptations can help organisms survive in their environment. 4.5.5.D. Explain the differences between threatened, endangered, and extinct organisms. 4.5.6.D. Identify reasons why organisms become threatened, endangered, and extinct. 4.5.7.D. Explain how biological diversity relates to the viability of ecosystems. Compare and contrast monoculture with diverse ecosystems. Explain how biological diversity relates to the ability of an ecosystem to adapt to change. Explain how an adaptation is an inherited, structure, function, or behavior that helps an organism survive and reproduce. 4.1.3.E. Identify changes in the environment over time. 4.1.4.E. Explain that ecosystems change over time due to natural and/ or human influences. 4.2.3.B. Identify plants and animals found in a wetland. 4.2.4.B. Describe the characteristics of different types of wetlands.

115

4.2.5.B. Identify important wetlands in the United States 4.2.6.B. Describe the characteristics of soils found in a wetland. 4.2.7.B. Explain the primary functions of a wetland within a watershed. â&#x20AC;˘ Providing habitat, flood control, water purification. Serving as buffer zones, wildlife propagation areas, and food and fiber systems. 4.2.8.B. Explain the value of wetlands to other living things. 4.2.10.B. Examine how human interactions impact wetlands and their surrounding environments. Describe how land use decisions affect wetlands 4.2.3.C. Identify plants and animals that live in lakes, ponds, streams, and wetlands. 4.2.4.C. Explain how freshwater organisms are adapted to their environment. Explain the life cycles of organisms in a freshwater environment. 4.2.5.C. Identify physical, chemical, and biological factors that affect water quality. 4.2.6.C. Identify natural and human- made factors that affect water quality. 4.2.7.C. Use appropriate tools and techniques to analyze a freshwater environment. Interpret physical, chemical, and biological data as a means of assessing the environmental quality of a freshwater environment. 4.2.10.C. Explain the relationship between water quality and the diversity of life in a freshwater ecosystem. Explain how limiting factors affect the growth and reproduction of freshwater organisms 4.3.12.A. Evaluate the advantages and disadvantages of using renewable and nonrenewable resources. Explain how consumption rate affects the sustainability of resource use. Evaluate the advantages and disadvantages of using renewable resources such as solar power, wind power, and biofuels 4.4.3.C. Use scientific inquiry to investigate what animals and plants need to grow. 4.5.6.A. Examine how historical events have shaped the sustainable use of natural resources. 4.5.3.C. Identify different types of pollution and their sources. 4.5.4.C. Describe how human activities affect the environment. 4.5.8.C. Describe how humans can reduce pollution

116

Field Trips 2012 Trip Forbidden Drive Tinicum Philadelphia’s Magic Gardens Bartram’s Garden NO TRIP (Camp Closed-Independence Day) Philadelphia Museum of Art Franklin Institute Penn Museum Local Trip Camden Adventures Aquarium Wagner Free Institute of Science & St. Joseph’s University Freshwater Behavioral Ecology Lab Local Trip Liberty Science Center Wissahickon Environmental Center (Orienteering Course) Local (Field/Fun Day)

Date Monday, June 25th, 20012 Wednesday, June 27th, 20212 Friday, June 29th, 2012 Monday , July 2nd, 2012 Wednesday, July 4th, 2012 Friday, July 6th, 2012 Monday, July 9th, 2012 Wednesday, July 11, 2012 Friday, July, 13th, 2012 Monday, July 16th, 2012 Tuesday July 17th, 2012 Friday, July 20th, 2012 Monday, July 23rd, 2012 Wednesday, July 25th, 2012 Friday, July 27th, 2012

117

Theme Senses Surroundings

Space Deep Sea (Water)

Survival

Appendix Appendix A:

118

Appendix B:

119

Appendix C:

“THE SEER’S CALL” TEACHER: COLOR LIGHT LINE SHAPES IN SPACE STUDENTS REPEAT TEACHER: WHAT ARTISTS USE TO CREATE STUDENTS REPEAT TEACHER CALLS: COLOR LIGHT LINE SHAPES IN SPACE STUDENTS REPEAT TEACHER CALLS: WHAT ARTISTS USE TO CREATE STUDENTS REPEAT TEACHER CALLS: I SEE STUDENTS REPEAT TEACHER CALLS: YOU SEE STUDENTS REPEAT TEACHER CALLS: I SEE, YOU SEE, WE SEE, ART! STUDENTS REPEAT

CHANTED TO THE RHYTHM OF MILITARY “JODY CALL”

120