LESSON FOCUS: educating children on the effect of pollution and the importance of recycling.
AIM: Our environment and the animals that inhabit it are being threatened by pollution, to preserve our wildlife we all need to become aware of and involved in the importance of recycling.
The students will: 4.2 Predict, experiment, and innovate with visual language and devices to enhance knowledge and practice with skills, techniques and processes.
LESSON OUTCOMES: That students will have: Understood the negative impact that pollution has on the environment and its wildlife and demonstrated this in the form of sculpture. Created an animal their choice affected by pollution from recyclable materials demonstrating a chosen style (such as, realism, pop art, figurative, expressionistic). Investigated the detrimental effect of pollution and identified methods of prevention. Shared their animal with the class. Discussing the style and materials used to create the desired style, why they chose this style and which artists have influenced their creation, and how their animal is affected by pollution and how this type of pollution can be prevented. TEACHING PROCEDURE: TIME STEPS RESOURCES/COMMENTS 5 minutes
1) Revisit the different styles of artwork discussed in previous lessons (realism, pop art, expressionist, abstract etc) and brainstorm as a class how these styles differ in the way that they deliver the intended message of the artist.
List these on the smart board and show the power point used in an earlier lesson which shows the different styles of art.
EDUC 3523 Expressive Arts Curriculum Studies Amy Cutting 2094341
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5 minutes 2) Point out to the class that pollution is harmful to the environment and the animals that live in it. Discuss the different types of pollution (air pollution, littering, noise pollution etc). Give an example of an animal affected by pollution, such as dolphins. Discuss the importance of recycling towards preserving our environment and protecting its wildlife.
3) Using a computer ask the students to research the types of animals that are affected by pollution and choose one. They also need to find out what sort of pollution affects their animal and how this can be prevented. This is to be recorded in their journal. Once they have picked an animal introduce the task: using the recyclable materials they were asked to bring in last lesson they will create their own recycled animal sculpture. They must choose a style of art and represent their sculpture using the chosen style. They may also use the provided art supplies such as glitter and markers etc to decorate their animal.
4) Allow the students time to create their animal and provide guidance where needed.
5) Once they have completed their animal each student will briefly share their animal with the class. Ask the students to discuss what style of art they chose and what materials they used to achieve their style. Did any of artists we studied earlier in the unit influence the creation of their piece? What sort of pollution is their animal predominately affected by and how can this pollution be prevented/limited in the future?
6) Pack up. Ask students if they know any types of pollution, how it occurs, and what it does to the environment. Using the Smart Board list their ideas and mention/add anything they may not have suggested.
Encourage students to ask each other questions (by raising their hand) about their animal, such as what was the hardest part of making your animal? What were the benefits and limits of the materials used?
EDUC 3523 Expressive Arts Curriculum Studies Amy Cutting 2094341
STUDENT ASSESSMENT: Using a rubric analyse the finished product, this will contribute to the formative assessment of the overall unit plan. Excellent Good Satisfactory Developing Demonstrated understanding of a specific art style and applied this appropriately. Produced quality work that clearly showed a specific style Produced a good piece that mostly demonstrated a specific style Produced a satisfactory piece that showed some use of a specific style No specific style of art could be seen in the final sculpture Participation Actively engaged in the task and demonstrated excellent time management skills Showed a good level of participation and mostly use their time effectively Participated but would occasionally go off task and did not use time management skills effectively Did not engage appropriately in the task and did not use time management skills Creativity A lot of effort was put into the art piece, resulting in a original piece A good amount of effort was put into the art piece, resulted in a creative piece Effort was satisfactory, displayed some creativity Little effort exhibited, resulting in a lack of creativity Provided a brief discussion of their sculpture to the class Appropriately addressing each suggested question Addressed most of the required questions Answered some of the required questions Did not answer the required questions Demonstrated an awareness of the problems associated with pollution and role recycling plays in contributing towards conservation Journal entry demonstrated strong awareness of the issue and prevention strategies Journal entry demonstrated a sound awareness of the problem and prevention strategies Journal entry showed some awareness of the problem and prevention strategies Journal entry showed little or no awareness of the problem and prevention strategies Behaviour Never breaks class rules or causes distractions Generally follows class rules and rarely causes distractions Sometimes follows the rules and occasionally causes a disturbance Usually does not follow class rules and is often causing a disturbance
EDUC 3523 Expressive Arts Curriculum Studies Amy Cutting 2094341
SELF ASSESSMENT:
Did my introduction engage the students? Were there any difficulties in the flow of the lesson? If yes, why? What were the strengths of the lesson? What would I do differently another time? What would I keep the same?