CHANGEINITSMANYFORMS:

Grade5UnitPlanConnectingArttoScience

Ramos,O.(2014).Retrievedon02/23/15fromhttp://www.piensapositivo.cl/

Lesson1:LivingPages:LifeCyclesandMetamorphosis

Lesson2:MishMoshMonster:ADesignerBeast

Lesson3:ChangeMakers:PostersforChange

CaitlinLang
ArtEdCurriculumPK-8
03/12/2015

CHANGEINITSMANY
FORMS/CONNECTINGART
TOSCIENCE

FifthGrade

UnitMap

UnitPlanOutline

LessonPlan1

LessonPlan2

LessonPlan3

Rubric

p.03
p.04
p.08
p.20
p.32
p.43

Ramos,O.(2014).Retrievedon02/23/15from
http://enpundit.s3.amazonaws.com/wp-content/uploads/2013
/02/photo-manipulations-oscar-ramos-6.jpg

CHANGEINITSMANYFORMS
Grade5

STAGEIDESIREDRESULTS

UNITTRANSFERGOALStudentswillbeabletoindependentlyusetheirlearning
to
Graspthenatureofchangeandknowthattheyrespondpositivelytoandhaveanimpact
onit.

ENDURINGUNDERSTANDINGS-
Studentswillunderstandthat:
Lifegoesthroughstagesthatincludebirth,growth,development,reproduction,
anddeath.
Artistsareinspiredbychangeandmetamorphosis.
Changeisreflectedintheworkofmanyartiststheyreacttoitandpropelit.

ESSENTIALQUESTIONS
Ischangeuniversal?
Howdoartistsinteractwiththeideaofchange?
Whyisartrelevanttothetopicofchangeandmetamorphosis?

STANDARDSADDRESSED

ScienceStandardsGrade5:GoodresearchofyourSciencestandards.
2.3.PlantStructuresandFunctions:Recognizethatplantsandanimalsgothrough
predictablelifecyclesthatincludebirth,growth,development,reproduction,anddeath

2.4.PlantStructuresandFunctions:Describethemajorstagesthatcharacterizethelife
cycleofthefrogandbutterflyastheygothroughmetamorphosis.

VisualArtsStandardsGrade5:

MA.3.VisualArts:Observation,Abstraction,Invention,andExpression:Studentswill
demonstratetheirpowersofobservation,abstraction,invention,andexpressionina
varietyofmedia,materials,andtechniques.

MA.8.Connections:ConceptsofStyle,StylisticInfluence,andStylisticChange:
Studentswilldemonstratetheirunderstandingoftheconceptsofstyle,stylistic
influence,andstylisticchangebyidentifyingwhenandwhereartworkswerecreated
andbyanalyzingcharacteristicfeaturesofartworksfromvarioushistoricalperiods,
cultures,andgenres.

ACQUISITION/UNITOBJECTIVES

Lesson1:Studentswillknowthatalllivingthingsundergopredictable(and
predetermined)changesandlifecycles.Studentswillbeskilledatcreatingframe
byframeillustrationsthatdescribethestagesofchange.

Lesson2:Studentswillknowthathumanshavethepowertomanipulate
outcomesandcreatechange(notjustbesubjecttoit).Studentswillbeskilledat
manipulatingmaterialstoformartisticcreations.

Lesson3:Studentswillknowthatotherindividualscaneffectchangesinmany
areas.Studentswillbeskilledatinterpretingandcommunicatingvisualmessages
critically.

ArtStudioatTheEricCarleMuseum.(2014).WatchthisSeedTurnintoaBeautifulFlower.
Retrieved02/28/2015from
http://www.carlemuseum.org/studioblog/?tag=how-to-make-a-flip-book.

STAGE2ASSESSMENTEVIDENCE

PERFORMANCETASKS/PRODUCTSASEVIDENCE-

MonarchEmergingfromaChrysalis.(2014).Retrieved
02/28/15from
http://www.monarch-butterfly.com/

Escher,M.(1950).Retrieved03/03/15from
http://www.wikiart.org/

Lesson1:Illustrationswilldemonstratethatstudentscanexplainandtransfertheirknowledge
aboutlifecycles.Handdrawnillustrationswillexpressstudentunderstandingofthetopic.

Lesson2:Manipulatingnaturalimagesofanimalsandchangingthemintoworksofimagination,
collageartworkswillillustratethatthestudentshavemademeaningoftheartistscapacityto
implementchange.Theseartworksrepresentstudentabilitytomanipulateoutcomes.

Lesson3:Postersthatstudentscreatewillexhibitanapplicationofacomplexunderstanding
aboutthetopicofchange.Studentsimplementtheirknowledgeonthepoweroftheindividualto
createpositivechange.

STAGE3LEARNINGPLAN

SCOPEANDSEQUENCEOFLESSONS:

Lesson1:Thislessonintroducesthetopicsofmetamorphosisandlifecycles.
Utilizingaseriesofbooks(setoutbytheteacher)
,studentswillbeaskedto
researchonebiologicalorgeologicalsystemthatundergoeschange.Studentswill
explainasetofchangesthatintereststhembymeansofflip-bookillustrations.
Eachstudentwillbeprovidedwith18piecesof3x6drawingpaper.By
breakingdownthemetamorphosisprocessstudentswillunderstandthatchangeis
comprisedofmanysteps.Afterthesepiecesofpaperarestapledtogether
studentswillsharetheirflip-booksincritique.Theywillexplainwhattheyfound
interestingabouttheirtopicandwhatstepstheychoosetodescribe.

Lesson2:Thislessonwillexpandastudentsgraspofchangeinthatnotall
changeshavetohaveapredeterminedoutcome.Studentscanbeimplementersof
change.Inthisparticularlesson
,studentswillre-arrangesomeaspectsofa
particularanimaltocreateanewspeciesoftheirownimagining.Usingcutpaper
collagestudentswillcreateadesignerbeastandanenvironmentinwhichitlives.
Thisprojectspringboardsfromsomecomponentsofrealityintotherealmof
imagination.

Lesson3:Thislessonlooksathowindividualscanbeinfluencedby
propaganda,advertising,andthepowerofmedia.Studentswillbegiven
examplesofpropagandapostersandadvertising.Studentswillthenbeshown
postersforpositivechange.Fromheregroupsofstudentswillcreatetheirown
messagesabout
forests,marine,freshwater,wildlife,foodandorclimate
issues
theymightliketoseeinformofaposter.Thelessontriestoshowtostudents
thattheirideascountandtheycanmakeanimpact.Avarietyofmaterialswillbe
madeavailabletostudentsfortheirpostercreations.

Lesson1
LivingPages:LifeCyclesandMetamorphosis

FifthGrade

Escher,M.C.(1938).DayandNight.Retrieved02/28/2015from
https://zothiqueelultimocontinente.files.wordpress.com/2010/04/m-c-esther-day-and-night-1938.jpg

Theonlywaytomakesenseoutofchangeistoplungeintoit,movewithit,andjointhe
dance(Watts,Alan).

CaitlinLang
03/12/2015

IntroductoryInformation:

Escher,M.C.(1957).RegularDivisionofthePlaneI.Retrieved02/28/2015from
https://d1ycxz9plii3tb.cloudfront.net/additional_images/535c33279c18db33e9000277/large.jpg

Classsize-15-20students
Lengthofclassperiod-40minutesx3classes
Lessontopicanddescription-
Thislessonintroducesthetopicsofmetamorphosisandlifecycles.Utilizingaseriesofbooks
(setoutbytheteacher),studentswillbeaskedtoresearchonebiologicalorgeologicalsystem
thatundergoeschange.Studentswillexplainasetofchangesthatintereststhembymeansof
flip-bookillustrations.Eachstudentwillbeprovidedwith18piecesof3x5indexcards.By
breakingdownthemetamorphosisprocessstudentswillunderstandthatchangeiscomprisedof
manysteps.Afterthesepiecesofpaperarestapledtogetherstudentswillsharetheirflip-books
incritique.Theywillexplainwhattheyfoundinterestingabouttheirtopicandwhatstepsthey
choosetodescribe.AttheendofthelessonstudentswilllearnabouttheartistM.C.Escherand
willunderstandthattheycaninteractcreativelyandevenplayfullywithchangethiswillactasa
segwayintothenextlessonintheunit.


STAGE1:DESIREDRESULTS
A. ENDURINGUNDERSTANDINGS:
Studentswillunderstandthat:
Lifegoesthroughstagesthatincludebirth,growth,development,reproduction,and
death.
Artistsareinspiredbychangeandmetamorphosisbecausetheyappreciatethevariations
ofchange.
Changeisaprocesscomprisedofmanysteps.

MonarchEmergingfromaChrysalis.(2014).Retrieved02/28/15from
http://www.monarch-butterfly.com/

B. ESSENTIALQUESTIONS:
Ischangeuniversal?
Howdoartistsinteractwiththeidea
ofchange?
Howcanartistsframechange?

C. STATESTANDARDSADDRESSED:
Grade5MAVisualArtsStandards:

4.4.Produceworkthatshowsanunderstandingoftheconceptofcraftsmanship.
4.7.Maintainaportfolioofsketchesandfinishedwork.
10

 10.2.Continuetheaboveandapplyknowledgeofotherdisciplinesinlearninginand
aboutthearts.

D. ACQUISITION/LEARNINGOBJECTIVES:
Thestudentswillinterpretconceptsaboutlifecyclesandmetamorphosis.
Thestudentswillbeabletodescribehowsomechanges(suchaslifecycles)are
predetermined.
Thestudentswillexaminecomponentsofchangeandmetamorphosisinnaturesothat
theycandescribethesestepsintheirownillustrations.
Thestudentswillbeabletocreatestepbystepillustrationsforaflip-book.
Thestudentswillreflectontheirdecisionsofwhytheychosetodescribetheseparticular
steps(informofclassdiscussion).
Thestudentswillanalyzeandinterpretwhyartistsutilizetheconceptofchangeintheir
artworks.

STAGE2:ASSESSMENTEVIDENCE
A. PERFORMANCETASKORFINALPRODUCT:
Fromthislessonstudentswilllearntoappreciatetheprocessofchange.Illustrations
createdbystudentswilldemonstratethattheycanexplainandtransfertheirknowledgeaboutlife
cyclesandmetamorphosis.Handdrawnillustrationswillexpressstudentunderstandingofthe
topic.Eachstudentwillcreateaflipbookthatiscomprisedofeighteen(3x5)indexcards.
Studentswillutilizepencilsandcoloredpencilsinmakingtheirflip-book.Thepageswillthen
bestapled.Acompletedflipbookshouldshowametamorphosisfromstarttofinishintheform
ofaquick(yetdetailed)animation.

MakeaFlipbookAnimation.(2008).
Retrieved02/28/15from
http://howto.wired.com/wiki/Make_a
_Flip_Book_Animation

11


B. CONTINUUMOFASSESSMENTS:
Studentswillhavesharedthoughtsintheintroductoryclassdiscussion.
Studentswillhavereviewedthetextssetoutbytheteacherandfilledoutaworksheet.
Studentswillhavemappedoutorstoryboardedideasinhisorhersketchbook.
Studentswillhaveparticipatedintheinprogresscritique.
Studentswillhavecreatedacohesiveflipbookanimation.
Studentswillengageinthefinalcritique.

C.CRITERIA:
Didthestudentsparticipateinadiscussionaboutlifecyclesandmetamorphosis?
Werethestudentsabletodescribehowsomechanges(suchaslifecycles)are
predetermined?
Didthestudentsexaminecomponentsofchangeandmetamorphosisinnaturesothat
theycanexplainthesestepsintheirownillustrations?
Didthestudentscreatestepbystepillustrationsforaflip-book?
Didthestudentsreflectontheirdecisionsofwhytheychosetodescribetheseparticular
steps(informofparticipationinaclassdiscussion)?
Didthestudentsanalyzeandinterpretwhyartistsutilizetheconceptofchangeintheir
artworks(informofparticipationinclassdiscussion)?

STAGE3:LEARNINGPLAN
A. MATERIALSANDEQUIPMENT:
Asketchbook,pencil,coloredpencils,eraser,stapler,andcoloredmaskingtape.

12

ArtStudioatTheEricCarleMuseum.(2014).WatchthisSeedTurnintoaBeautifulFlower.Retrieved02/28/2015
from
http://www.carlemuseum.org/studioblog/?tag=how-to-make-a-flip-book.

B. VOCABULARYWITHDEFINITIONS:
Metamorphosis

Changeofphysicalform,structure,orsubstanceespeciallybysupernaturalmeans.
Astrikingalterationinappearance,character,orcircumstances.
Atypicallymarkedandmoreorlessabruptdevelopmentalchangeintheformor
structureofananimal(asabutterflyorafrog)occurringsubsequenttobirthorhatching.

LifeCycle
Theseriesofstagesinformandfunctionalactivitythroughwhichanorganismpasses
betweensuccessiverecurrencesofaspecifiedprimarystage.
Aseriesofstagesthroughwhichsomething(asanindividual,culture,ormanufactured
product)passesduringitslifetime.

Change
Tobecomedifferent.
Tomake(someoneorsomething)different.
Tobecomesomethingelse.

Animation
Awayofmakingamoviebyusingaseriesofdrawings,computergraphics,or
photographsofobjects(suchaspuppetsormodels)thatareslightlydifferentfromone
anotherandthatwhenviewedquicklyoneafteranothercreatetheappearanceof
movement.
M.C.Escher

13

 M.C.Escher(1898-1972)producedworkthatremainsamongthemostwidely
reproducedandpopulargraphicartofthetwentiethcentury.Hisbrain-teasingprintsuse
interlockingshapes,transformingcreatures,andimpossiblearchitecturestochallengethe
viewer'sperceptionsofreality.Expressingwhathecalleda"keeninterestinthe
geometriclawscontainedbynaturearoundus,"hisfinelycraftedcompositionscombine
preciserealismwithfantasticexplorationsofpattern,perspective,andspace.

C. VISUALIMAGERESOURCES

Escher,M.C.SkyandWater.(1938).Retrieved
02/28/2015from
http://uploads5.wikiart.org/images/m-c-escher/sky-andwater-i.jpg

Escher,M.C.Relativity.(1953).Retrieved02/28/2015
from
http://www.scottmcd.net/artanalysis/wp-content/uploads
/2010/01/Escher-Big.jpg

ArtStudioatTheEricCarleMuseum.(2014).
WatchthisSeedTurnintoaBeautifulFlower.
Retrieved02/28/2015from
http://www.carlemuseum.org/studioblog/?tag=how-to-make-a-flip-book.

Escher,M.C.(1938).
DayandNight.R
etrieved02/28/2015from
https://zothiqueelultimocontinente.files.wordpress.com/2010/04/m-c-esther-day-and-night-193
8.jpg
Escher,M.C.
DrawingHands.(1948).
Retrieved03/03/2015from
http://en.wikipedia.org/wiki/M._C._Escher

Escher,M.C.
SkyandWater.(1938).Retrieved02/28/2015from
http://uploads5.wikiart.org/images/m-c-escher/sky-and-water-i.jpg

Escher,M.C.(1957).
RegularDivisionofthePlaneI.Retrieved02/28/2015from
14

https://d1ycxz9plii3tb.cloudfront.net/additional_images/535c33279c18db33e9000277/large.jp
g

Escher,M.C.
Relativity.(1953).Retrieved02/28/2015from
http://www.scottmcd.net/artanalysis/wp-content/uploads/2010/01/Escher-Big.jpg

MakeaFlipbookAnimation.(2008).Retrieved02/28/15from
http://howto.wired.com/wiki/Make_a_Flip_Book_Animation

MonarchEmergingfromaChrysalis
.(2014).Retrieved02/28/15from
http://www.monarch-butterfly.com/

SnakeSheddingitsSkin.(2014).Retrieved03/03/15from
http://www.robinsonlibrary.com/science/zoology/reptiles/squamata/serpentes/skin.htm

D. TEXT,MEDIAANDWEBRESOURCES:

Bromhall,N.(2010).
MonarchButterflyEmergingTimeLapse.(2010).Retrieved02/28/2015
from.
https://www.youtube.com/watch?v=R5QH3bGF4uU

Goor,N.(1990).InsectMetamorphosis:FromEggtoAdult.NewYork,NY:Macmillan
PublishingCompany.

M.C.Escher."EncyclopediaofWorldBiography
.2004.RetrievedFebruary28,2015from
Encyclopedia.com:
http://www.encyclopedia.com/doc/1G2-3404707156.html

Pringle,L.(1997).
AnExtraordinaryLife:TheStoryofaMonarchButterfly.NewYork,NY:
OrchardBooks.

Roza,G.(2013).
TheBizarreLifeCycleofaCicada.NewYork,NY:GarethStevensPublishing.

Roza,G.(2013).
TheBizarreLifeCycleofaMayfly.NewYork,NY:GarethStevensPublishing.

Schaefer,L.(2013).
Lifetime:TheAmazingNumbersinAnimalLives.SanFrancisco,CA:
ChronicleBooks.

Shea,T.(2013).
TheBizarreLifeCycleofaOctopus.NewYork,NY:GarethStevens
Publishing.

15

Soloway,A.(2010).SecretsofAnimalLifeCycles.Tarrytown,NY:ArcturusPublishing
Limited.

The,E.(2000).
TheMagicofM.C.Escher.NewYork,NY:HarryAbramsInc.

TimeLapse.(2014).NationalGeographic.Retrieved02/28/2015from
https://www.youtube.com/watch?v=LjCzPp-MK48

E. TEACHERINSTRUCTION:

Time Lapse. (2014). National Geographic. Retrieved

02/28/2015from
https://www.youtube.com/watch?v=LjCzPp-MK48

Bromhall,N.(2010).MonarchButterflyEmergingTime
Lapse.(2010).Retrieved02/28/2015from.
https://www.youtube.com/watch?v=R5QH3bGF4uU

Theteacherwillintroducethetopicofchangeandtalkabouthowlifecyclesand
metamorphosisisevidentinmanylivingorganisms.
Theteacherwillgenerateadiscussioninwhichstudentsgiveexamplesofanimalsthat
undergometamorphosis.
Theteacherwillelaborateonhowthesechangesareexamplesoflifecycles.
Theteacherwillgivetothestudentsmoreexamples,suchastimelapsevideos,photos,
andbookstoshowtothestudentshowtransformationscanoccur.
16

 Theteacherwillinstructstudentstoresearchanimallifecyclesandmetamorphosis
processes(usingbooksprovidedbyteacher).
Theteacherwillexplaintostudentsthatoncetheyfindatopicofinterestthattheywill
filloutaworksheetwhichdemonstratestheirunderstandingofit.Thisworksheet
inquiresaboutthetopic,whatthesystemis,andwhattheprocessesarethatitundergoes.
Theteacherwillrequestthatoncethestudentsfinishtheirworksheetthattheyusetheir
sketchbooktomapoutsomeofchangesthattheorganismorsystemundergoes.
Theteacherwilldemonstrateforstudentshowtheycanmapoutthedifferentphasesor
composeastoryboardwithintheirsketchbooks.
Theteacherwillshowflipbookstothestudentsandshowthemhowflipbookanimationis
afunwaytoillustrateprocessesthatarecomposedofsteps.
Theteacherwilldemonstratehowtomakestepbystepillustrationsforaflipbook.
Theteacherwillinstructhelperstohandoutthematerialsrequiredformakingaflipbook.
Theteacherwillconductacritiqueduringthesecondclasstohelpstudentswithany
problemsthattheymightencounter.
Theteacherwillconductafinalcritiquewherestudentstitleotherstudentworkusing
playfulpositivephrases(onstickynotes).
Theteacherwillpointouttostudentsthatalthoughthechangesthattheychoseto
representwerepredeterminedbynaturethatthey(asartists)tookartististiclibertiesto
describethesechanges.
Theteacherwillthenengagethestudentsinadiscussionabouthowartistscreateimages
ofmetamorphosisinimaginativeways.Thereareotherwaysoflookingatand
describingchangethatartistsemploy.
TheteacherwillfacilitateanartfulthinkingexerciseusingtheworkoftheartistM.C.
Escher.

E.QUESTIONSTOGENERATEDISCUSSION:
Haveyoulearnedaboutmetamorphosisandlifecyclesinyourscienceclass?
Metamorphosisisonetypeofchange,canyoudescribeanyothertypesofchangefound
innature?
Whatisanimation?
Howdoesanimationwork?
Haveyoueverseentimelapsephotography?
Whatistimelapsephotographyusedfor?
17

 Howistimelapsephotographyandanimationsimilartotheeffectofaflipbook?
Whatnoticeaboutthis(M.C.Escher)artwork?Whatdoyouwonder?
Whydoyouthinktheartistdescribeschangeinthisway?
Doeshebreakhischangesdownintostepsfortheviewer?
Doyouthinkheenjoysworkingwithchange?
Whatdoyouthinkhefindsinterestingaboutit?

F. LEARNINGACTIVITY:
1. Thestudentsandtheteacherwillengageindiscussionsaboutmetamorphosisandlife
cycles.
2. Thestudentswillanalyzewiththeteacher,intheformofdiscussion,whattheyshouldbe
lookingforintheirresearch.
3. Thestudentswillgatheraroundatablesothattheteachercanpresenttostudentsan
exampleofhowtofilloutaworksheetpertainingtothetopicthattheyareinterestedin.
4. Thestudentswilltroubleshootwiththeteacherandotherclassmateshowtheymightmap
outtheprocessesthattheywanttodescribeintheirflipbook(duringthedemonstration).
5. Thestudentswillgothroughbookssetoutbytheteacherandfindalifecyclethatthey
areinterestedin.
6. Thestudentswillfillouttheworksheetandworkintheirsketchbookssothattheycan
adequatelyplanfortheirflipbookanimation.
7. Thestudentswillbegincreatingtheirflipbookanimation.
8. Thestudentswillanalyze,compare,anddiscusstheotherstudentartworkduringanin
progresscritique.
9. Thestudentswillfinishcreatingtheirflipbook.
10. Thestudentssharetheirartworksinafinalcritiqueandgivetitlestootherstudentwork.
11. Thestudentswillcontributetofinalclassdiscussionaboutartistsandthetopicofchange.
12. Thestudentswillengageinanartfulthinkingexercise.

18


SnakeSheddingitsSkin.(2014).Retrieved03/03/15
from
http://www.robinsonlibrary.com/science/zoology/reptiles
/squamata/serpentes/skin.htm

Escher,M.C.DrawingHands.(1948).Retrieved
03/03/2015from
http://en.wikipedia.org/wiki/M._C._Escher

G.DIFFERENTIATION:
Ifstudentsstruggledwith,ordisliked,creatingaflipbooktheprojectsgoalscouldalso
beachievedbymeansofcreatingastoryboard.Storyboardsdisplayasequenceofeventsina
waysimilartoaflipbook.Inbothprojectsstepsarerecorded.Thereasonforusingastoryboard
isthatitmighthelpsimplifytheprocessforastudentwhohasdifficultyenvisioningthe
animationprocess.

19

Lesson2
MishMoshMonster:ADesignerBeast

FifthGrade

Durer,A.(1515).Rhinoceros.Retrieved03/03/15From
http://en.wikipedia.org/wiki/D%C3%BCrer%27s_Rhinoceros

Creativityisputtingyourimaginationtowork,andit'sproducedthemostextraordinary
resultsinhumanculture.
(Robinson,K.)

CaitlinLang
03/12/2015
20

IntroductoryInformation:

Rousseau,H.(1909).TheEquatorialJungle.Retrieved03/03/15from
http://en.wikipedia.org/wiki/Henri_Rousseau#mediaviewer/File:The_Equatorial_Jungle.JPG

Classsize-15-20students
Lengthofclassperiod-40minutesx3classes
Lessontopicanddescription-
Thislessonwillexpandastudentsgraspofchangeinthatnotallchangeshavetohavea
predeterminedoutcome.Studentscanbeimplementersofchange.Inthisparticularlesson
,
studentswillre-arrangesomeaspectsofaparticularanimaltocreateanewspeciesoftheirown
imagining.Usingcutpapercollagestudentswillcreateacharacterandanenvironmentinwhich
itlives.Onceacreatureisconceived,studentswillworkbackwardsandillustratethreelife
21

stagespriortothecollageimagethattheycreated.Studentswillconsidereachcharacteristicof
theanimalandhowthispartoftheanimalchangedduringitslifespan.Thisprojectspringboards
fromcomponentsofrealityintotherealmofimagination.

STAGE1:DESIREDRESULTS
A. ENDURINGUNDERSTANDINGS:
Studentswillunderstandthat:

Artistsimplementchange.
Changeisreflectedintheworkofmanyartists.
Whenoneunderstandschang
e,onecanbemotivatedandinspiredbyit.

Dashundapillar.Retrieved03/07/15from
http://static.boredpanda.com/blog/wp-content/uploads/2014/11/animal-hybrids-fb1.jpg

B. ESSENTIALQUESTIONS:
Howdoartistsreacttochange?
Whyischangeacommontopicformanyartists?

Whyisitimportanttounderstandchange?

22

C. STATESTANDARDSADDRESSED:

5.3. Describe similarities and differences in works, and present personal responses to the
subject matter, materials, techniques, and use of design elements in artworks.

5.6. Demonstrate the ability to describe the kinds of imagery used to represent subject matter
and ideas, for example, literal representation, simplification, abstraction, or symbolism.

6.4. Describe how artistic production can shape and be influenced by the aesthetic
preferences of a society.

D. ACQUISITION/LEARNINGOBJECTIVES:
Thestudentswillparticipateinareviewdiscussionaboutlifecyclesandmetamorphosis.
Thestudentswilltranslatewhattheyhavelearnedaboutpredeterminedchangesinnature
toanimaginativecompositionofstepsintheirownillustrationsandcollage.
Thestudentswillbeabletocomposeacollageillustration.
Thestudentswillreflectonboththeirownandtheirpeersartisticdecisions.
Thestudentswillanalyzeandinterpretwhyartistsutilizetheconceptofchangeintheir
artworks.

STAGE2:ASSESSMENTEVIDENCE
A. PERFORMANCETASKORFINALPRODUCT:
Manipulatingnaturalimagesofanimalsandchangingthemintoworksofimagination,
collageartworkswillillustratethatthestudentshavemademeaningoftheartistscapacityto
implementchange.Workingbackwardsfromtheircollagecharacterstudentswillcreatea
drawingseriesshowingfourlifestagesofthecreatureslifecycle.Theseartworksrepresent
studentabilitytoshapeoutcomes.Thislessonalsohelpsstudentstothinkabstractlyaboutthe
scienceoflifecycles.Anexemplaryproductshouldshowdepthanddetailwhilealsobeing
fantastical.Studentswillhaveconsideredeachattributeofsaidcreaturesothattheorganism
couldbeplausible,forexample,iftheanimalwereapredatorhowwouldtheseattributesaideit
inbeingso.Themetamorphosisofthestudentscreatureshouldreflectsomelogical
developmenttowardsthefinalstage.

23

(2008).CollageCreatures.
Retrieved03/03/15from
httphttp://blog.lib.umn.edu/jrock2/art
ed/2008/09/

B. CONTINUUMOFASSESSMENTS:
Studentswillhavesharedthoughtsintheintroductoryclassdiscussion.
Studentswillhavedefendedwhytheychosecertainattributesfortheircreature.
Studentswillhavemappedoutorstoryboardedideasinhisorhersketchbook.
Studentswillhavehadinformaldiscussionswithclassmatesandteachertroubleshooting
ideasduringtheartmakingprocess.
Studentswillhavecreatedacohesiveseriesofdrawnillustrationsandcollagethatreflect
thoughtandcare.
Studentswillengageinthefinalcritique.

C.CRITERIA:
Didthestudentsactivelyparticipateinareviewdiscussionaboutlifecyclesand
metamorphosis?
Werethestudentsabletotranslatewhattheyhavelearnedaboutpredeterminedchanges
innaturetoanimaginativecompositionofstepsintheirownillustrationsandcollage?
Didthestudentscompleteawellcomposedcollageillustration?
Didthestudentsthoughtfullyreflect(informofclassdiscussion)onboththeirownand
theirpeersartisticdecisions?
Didthestudentsanalyzeandinterpretwhyartistsutilizetheconceptofchangeintheir
artworks(informofparticipationinaclassdiscussion)?

24

STAGE3:LEARNINGPLAN
A. MATERIALSANDEQUIPMENT:
Asketchbook,pencil,eraser,scissors,magazines,gluesticks,11x13drawingpaper.

Quebectango.(2014).DigitalTaxidermy.Retrieved03/03/15from
http://q-target.co.uk/animanglezoo/

B. VOCABULARYWITHDEFINITIONS:
Metamorphosis

Changeofphysicalform,structure,orsubstanceespeciallybysupernaturalmeans
Astrikingalterationinappearance,character,orcircumstances
Atypicallymarkedandmoreorlessabruptdevelopmentalchangeintheformor
structureofananimal(asabutterflyorafrog)occurringsubsequenttobirthorhatching

LifeCycle
Theseriesofstagesinformandfunctionalactivitythroughwhichanorganismpasses
betweensuccessiverecurrencesofaspecifiedprimarystage
Aseriesofstagesthroughwhichsomething(asanindividual,culture,ormanufactured
product)passesduringitslifetime
25


Change
Tobecomedifferent.
Tomake(someoneorsomething)different.
Tobecomesomethingelse.

Collage
Atechniqueofcomposingaworkofartbypastingonasinglesurfacevariousmaterials
notnormallyassociatedwithoneanother,asnewspaperclippings,partsofphotographs,
theatertickets,andfragmentsofanenvelope.
Anassemblageoroccurrenceofdiverseelementsorfragmentsinunlikelyorunexpected
juxtaposition.

Composition-
Theactofcombiningpartsorelementstoformawhole.

Juxtaposition-
Anactorinstanceofplacingclosetogetherorsidebyside,especiallyforcomparisonor
contrast.

C. VISUALIMAGERESOURCES

Rousseau,H.InaTropicalForestCombatofaTiger
andaBuffalo.(1908-1909).Retrieved03/03/15from
http://en.wikipedia.org/wiki/Henri_Rousseau#mediaview
er/File:Henri_Rousseau_-_Combat_of_a_Tiger_and_a_
Buffalo.jpg

Hedgeeagle.Retrieved03/07/15from
http://www.boredpanda.com/animal-hybrids/

Dashundapillar.Retrieved03/07/15from
http://static.boredpanda.com/blog/wp-content/uploads/2014/11/animal-hybrids-fb1.jpg

Durer,A.(1515).Rhinoceros.Retrieved03/03/15from
26

http://en.wikipedia.org/wiki/D%C3%BCrer%27s_Rhinoceros

Eitoku,K.
ChineseGuardianLions.Retrieved03/10/15from
http://en.wikipedia.org/wiki/Kan%C5%8D_Eitoku#mediaviewer/File:Kano_Eitoku_002.jpg

Escher,M.C.CurlUp.(1951).retrieved03/10/15from
http://en.wikipedia.org/wiki/Rotating_locomotion_in_living_systems

Fee,J.(2014).GreatSpinedLion.
Retrieved03/10/15from
https://www.facebook.com/photo.php?fbid=970573845224&set=a.918863697774.1073741826.153034
66&type=3&theater

Hedgeeagle.Retrieved03/07/15from
http://www.boredpanda.com/animal-hybrids/

Quebectango.(2014).
DigitalTaxidermy.Retrieved03/03/15from
http://q-target.co.uk/animanglezoo/

Rousseau,H.InaTropicalForestCombatofaTigerandaBuffalo.
(1908-1909).Retrieved
03/03/15from
http://en.wikipedia.org/wiki/Henri_Rousseau#mediaviewer/File:Henri_Rousseau_-_Combat_of_a_Tige
r_and_a_Buffalo.jpg

Rousseau,H.(1909).TheEquatorialJungle.
Retrieved03/03/15from

http://en.wikipedia.org/wiki/Henri_Rousseau#mediaviewer/File:The_Equatorial_Jungle.JPG

(2008).CollageCreatures.Retrieved03/03/15from

http://blog.lib.umn.edu/jrock2/arted/2008/09/

Tennial,J.
Jabberwocky
.Retrieved03/10/15from
http://upload.wikimedia.org/wikipedia/commons/d/d0/Jabberwocky.jpg

D. TEXT,MEDIAANDWEBRESOURCES:

Bromhall,N.(2010).
MonarchButterflyEmergingTimeLapse.(2010).Retrieved02/28/2015
from.
https://www.youtube.com/watch?v=R5QH3bGF4uU

Goor,N.(1990).InsectMetamorphosis:FromEggtoAdult.NewYork,NY:Macmillan
PublishingCompany.

M.C.Escher."EncyclopediaofWorldBiography.2004.RetrievedFebruary28,2015from
Encyclopedia.com:
http://www.encyclopedia.com/doc/1G2-3404707156.html

27

Pringle,L.(1997).
AnExtraordinaryLife:TheStoryofaMonarchButterfly.NewYork,NY:
OrchardBooks.

Roza,G.(2013).
TheBizarreLifeCycleofaCicada.NewYork,NY.GarethStevensPublishing.

Roza,G.(2013).
TheBizarreLifeCycleofaMayfly.NewYork,NY.GarethStevensPublishing.

Schaefer,L.(2013).
Lifetime:TheAmazingNumbersinAnimalLives.SanFrancisco,CA:
ChronicleBooks

Shea,T.(2013).
TheBizarreLifeCycleofaOctopus.NewYork,NY.GarethStevens
Publishing.

Soloway,A.(2010).SecretsofAnimalLifeCycles.Tarrytown,NY:ArcturusPublishing
Limited.

The,E.(2000).
TheMagicofM.C.Escher.NewYork,NY:HarryAbramsInc.

http://www.bbc.co.uk/schools/primaryhistory/worldhistory/rhinocerous/

E. TEACHERINSTRUCTION:

Escher,M.C.(1951).CurlUp.retrieved03/10/15from
http://en.wikipedia.org/wiki/Rotating_locomotion_in_livin
g_systems

Fee,J.(2014).GreatSpinedLion.Retrieved03/10/15
from
https://www.facebook.com/photo.php?fbid=9705738452
24&set=a.918863697774.1073741826.15303466&type
=3&theater

28

 Theteacherwillreviewwithstudentsthetopicoflifecyclesandmetamorphosis.
Theteacherwillgenerateabriefdiscussionabouttheanimalsthatthestudentshad
chosentoexplorefortheprevious(flipbook)project.
Theteacherwillintroducethetopicoffantasycreatures.
Theteacherwillgivetothestudentsexamples,suchasdigitalmanipulationsofanimal
hybridsandworkfromotherartistswhoarealsointerestedinthetopicofchangeand
transformation.
Theteacherwillshowtostudentstwopicturesforcomparison,anactualphotographofa
RhinocerosandAlbrechtDurersRepresentationofone.
TheteacherwilltellthestoryaboutAlbrechtDurersRhinoceros(anartworkhecreated
withoutevenseeingwhatthecreaturelookedlike).
Theteacherwillexplaintostudentsthattheartist,AlbrechtDurer,usedbothhis
knowledgeofnatureandhisimaginationtotryandcreatearepresentationoftheRhino.
Theteacherwillgiveafewmoreexamples(viaslideshow)ofhowartistsdothis.
Theteacherwillexplaintostudentsthat,liketheseartists,theywillbecreatingacreature
usingboththeirknowledgeofscienceandtheirimagination.
Theteacherwilldemonstrateforstudentshowtoapproachcreatingacreatureintheir
sketchbook.
Theteacherwillshowthestudentshowtodividethepageintofoursections,thefinal
sectionbeingtheadultstageoftheircreature.Fromhere,studentswillworkbackwards
andillustratefourlifestagesoftheiranimal..
Theteacherwillconductacritiqueduringthesecondclasstohelpstudentswithany
problemsthattheymightencounter.
Theteacherwillconductafinalcritique.
Theteacherwillthenengagethestudentsinaclosingdiscussionabouthowartists
implementchange.

F. QUESTIONSTOGENERATEDISCUSSION:
Whatorganismdidyoudescribeinyourflipbookanimationsandwhy?
Whatartisticlibertiesdidyoutakeindescribingthisanimal?
Whatdoyouthinkoftheseartworks(fantasycreatures)?
Doyouthinktheartistsdrewinspirationfromnaturehowmuch?
Whatdoyouthinkthelifecyclesofananimallikethismightlooklike?
Whatdoyouthinktheanimalusesitsdifferentcharacteristicsfor?

29

 DoesAlbrechtDurersrhinoceroslooklikearealrhinoordoesitreflectsomethingmore
interesting?
Whyisthisrhinointeresting?
LookingattheseancientChinesepaintingsoflionsdoyouthinkthattheseartists
indulgedintheirimaginations?
Dotheseimitationcreatureslookliketheycouldsurviveintherealworldlikealionor
tigermightanddoesitmatter?
Whattypesofcreaturesmightyouliketocreate?
Howdothecharacteristicsofthesecreatureshelpthemsurvive?

G. LEARNINGACTIVITY:
1. Thestudentsandtheteacherwillengageinareviewdiscussionaboutmetamorphosisand
lifecycles.
2. Thestudentswillreflectonthepreviousprojectinformofclassdiscussion.
3. Thestudentswillengageinadiscussionaboutfantasycreatures.
4. Thestudentswillbrainstorm(intheirsketchbooks)designingtheirownfantasycreature.
5. Thestudentswilldividea11x13pieceofdrawingpaperinto4sections.
6. Thestudentswillcreatetheircollageanimalfirstandthendrawinthepreviousthreelife
cycles.
7. Thestudentswillanalyze,compare,anddiscusstheotherstudentartworkduringanin
progresscritique.
8. Thestudentswillfinishcreatingtheirartwork.
9. Thestudentssharetheirartworksinafinalcritique.
10. Thestudentswillcontributetofinalclassdiscussion.

30


Eitoku,K.ChineseGuardianLions.Retrieved03/10/15
from
http://en.wikipedia.org/wiki/Kan%C5%8D_Eitoku#media
viewer/File:Kano_Eitoku_002.jpg

Tennial,J.Jabberwocky.Retrieved03/10/15from
http://upload.wikimedia.org/wikipedia/commons/d/d0/Ja
bberwocky.jpg

G.DIFFERENTIATION:
Ifstudentsstruggledwithcreatingthevariouslifestagesfortheirfantasycreature,they
couldcreateacollageanimalandawrittenpieceaboutthisbeing.Thewrittenexplanationcould
beastoryaboutthecreatureandhowitinteractedinascenariooranenvironment.Thestory
shouldreflectdepthinunderstandingabouthowthecreaturesurvivesandusesitsvarious
characteristics.

31

Lesson3

ChangeMakers: PostersforChange

Fifth Grade

SeetheRealityBeforeitistooLate.Retrieved
03/14/15From
http://www.creativebloq.com/print-design/optical-illu
sion-penguins-7133478

ABirddoesntsingbecauseithasananswer,itsingsbecauseithasasong.
(Angelou,M.)

CaitlinLang
03/12/2015
32

IntroductoryInformation:

dzeri29.
StopExtinction.Retrieved03/14/15from
http://urdu-mag.com/blog/2013/07/heart-touching-typography-designs/

Classsize-15-20students
Lengthofclassperiod-40minutesx3classes
Lessontopicanddescription-
Thislessonlooksathowindividualscanbeinfluencedbypropaganda,advertising,andthe
powerofmedia.Studentswillbegivenexamplesofpropagandapostersandadvertising.
Studentswillthenbeshownpostersforpositivechange.Fromheregroupsofstudentswill
createtheirownmessagesabout
forests,marine,freshwater,wildlife,foodandorclimate
issues
theymightliketoseeinformofaposter.Thelessontriestoshowtostudentsthattheirideas
countandtheycanmakeanimpact.Avarietyofmaterialswillbemadeavailabletostudentsfor
theirpostercreations.

33

STAGE1:DESIREDRESULTS

A. ENDURINGUNDERSTANDING:
Studentswillunderstandthat:

Artistsimplementchange.
Onecanbemotivatedandinspiredbychangetomakeapositiveimpact.
Artistscanworkcollaboratively.

BeforeitsTooLate.Retrieved03/14/15from
http://www.dailyinspiration.nl/creative-ads-wwf/

B. ESSENTIALQUESTIONS:
Howdoartistsreacttochange?

Whyisitimportanttounderstandchange?
Howcanartistsbeapartofagreatergood?
C. STATESTANDARDSADDRESSED:

4.8. Create and prepare artwork for group or individual public exhibitions.

34

4.6. Demonstrate the ability to articulate criteria for artistic work, describe personal style,
assess and reflect on work orally and in writing, and to revise work based on criteria
developed in the classroom.

5.5. Demonstrate the ability to recognize and describe the visual, spatial, and tactile
characteristics of their own work and that of others.

D. ACQUISITION/LEARNINGOBJECTIVES:
Thestudentswillanalyzeandinterpretwhyartistsutilizetheconceptofchangeintheir
artworks.
Studentswillparticipateindiscussionsabouthowindividualscanaffectchangesinmany
areas.
Studentswillcriticallyinterpretandcommunicatevisualmessages(informof
participationintheclassdiscussion).
Studentswillcreatepostersthatexhibitanapplicationofacomplexunderstandingabout
thetopicofchange.
Studentsimplementtheirknowledgeoftheelementsandtheprinciplesofdesignto
thoughtfullycreateaposter.
Thestudentswillworkcollaborativelytocreateanartworkthatspeakstopositive
change.
Thestudentswillrespectteammatesduringthecollaborationprocess.
Thestudentswillreflectonboththeirownandtheirpeersartisticdecisions.

STAGE2:ASSESSMENTEVIDENCE
A. PERFORMANCETASKORFINALPRODUCT:
Postersthatstudentscreatewillexhibitanapplicationofacomplexunderstandingabout
thetopicofchange.Studentsimplementtheirknowledgeonthepoweroftheindividualto
createpositivechangeontheenvironment.Artworkshouldreflectthoughtfulness,creativity,
andeffectivecollaborationskills.

35

SavePaper.SavethePlanet.Retrieved03/14/15from
http://sfglobe.com/?id=898&src=share_fb_new_898

B. CONTINUUMOFASSESSMENTS:
Studentswillhavesharedthoughtsclassdiscussions.
Studentswillhaveresearchedthewildlifetopics(usingthebooksprovidedbythe
teacher).
Studentswillhavecollaborativelybrainstormedideasintheirsketchbook.
Studentswillhavehadinformaldiscussionswithclassmatesandteachertroubleshooting
ideasduringtheartmakingprocess.
Studentswillhavecreatedaclearandcreativemessageaboutchangethattheycan
describeinawrittenartistsstatement.
Studentswillhaveassessedwheretheyhavehungtheirartworkandbeabletoexplain
theirreasoningtoboththeteacherandclassmates.
Studentswillengageinthefinalcritique.

C.CRITERIA:
Didthestudentsharehisorherinterpretationsofwhyartistsutilizetheconceptofchange
intheirartworks?
Didthestudentparticipateindiscussionsabouthowindividualscanaffectchangesin
manyareas?
Didthestudentcriticallyinterpretandcommunicatevisualmessages(informof
participationintheclassdiscussion)?
36

 Didthestudent(collaboratively)createaposterthatexhibitsanapplicationofacomplex
understandingaboutthetopicofchange.
Didthestudentimplementtheirknowledgeoftheelementsandtheprinciplesofdesign
tothoughtfullycreateaposter?
Didthestudentwillworkcollaborativelytocreateanartworkthatspeakstopositive
change?
Didthestudentshowrespecttohisorherteammatesduringthecollaborationprocess?
Didthestudentthoughtfullyreflectonboththeirownandtheirpeersartisticdecisions?

STAGE3:LEARNINGPLAN
A. MATERIALSANDEQUIPMENT:
Asketchbook,pencil,eraser,coloredpencils,markers,temperapaint,rulers,scissors,glue
sticks,
magazines,constructionpaper,andposterboard.

B. VOCABULARYWITH
DEFINITIONS:
Change
Tobecomedifferent,tomake
(someoneorsomething)different,and
ortobecomesomethingelse.

Composition
T
heactofcombiningpartsor
elementstoformawhole.

Juxtaposition
Anactorinstanceofplacingclose
togetherorsidebyside,especiallyfor
comparisonorcontrast.

Extinction
Theactorprocessofbecoming
extinct
acomingtoanendordying
out.

TurnofftheLights.HelpTurnofftheProblem.
Retrieved03/014/15from
http://www.dailyinspiration.nl/creative-ads-wwf/

37


Climatechange
Along-termchangeintheearth's
climate,especiallyachangeduetoan
increaseintheaverageatmospheric
temperature.

Ecosystems
Asystem,oragroupofinterconnected
elements,formedbytheinteractionofa
communityoforganismswiththeir
environment

C. VISUALIMAGERESOURCES

TenWaysYOUcanHelptheEarth.Retrieved
03/14/2015from
https://s-media-cache-ak0.pinimg.com/originals/31/d1/8
5/31d185c1ab5dbc313d2cfab5094e30c6.jpg

Ignant.TreeofLife.Retrieved03/14/15from
http://www.tashachawner.com/beautiful-to-me-tree-of-lif
e/

BeforeitsTooLate.Retrieved03/14/15from
http://www.dailyinspiration.nl/creative-ads-wwf/

Dzeri29
.StopExtinction.Retrieved03/14/15from
http://urdu-mag.com/blog/2013/07/heart-touching-typography-designs/
38


Ignant.
TreeofLife
.Retrieved03/14/15from
http://www.tashachawner.com/beautiful-to-me-tree-of-life/

SavePaper.SavethePlanet
.Retrieved03/14/15from
http://sfglobe.com/?id=898&src=share_fb_new_898

SeetheRealityBeforeitistooLate.
Retrieved03/14/15From
http://www.creativebloq.com/print-design/optical-illusion-penguins-7133478

TenWaysYOUcanHelptheEarth.Retrieved03/14/2015from

https://s-media-cache-ak0.pinimg.com/originals/31/d1/85/31d185c1ab5dbc313d2cfab5094e30c6.jpg

TurnofftheLights.HelpTurnofftheProblem.Retrieved03/014/15from
http://www.dailyinspiration.nl/creative-ads-wwf/

D. TEXT,MEDIAANDWEBRESOURCES:

Brezina,C.(2008).
ClimateChange.NewYork,NY:RosenPub.
Burns,L.(2007).TrackingTrash:Flotsam,Jetsam,andtheScienceofOceanMotion.Boston,
MA:HoughtonMifflin.
Curtis,P.(1997).AnimalsYouNeverEvenHeardof.SanFrancisco,CA:SierraClubBooks
Forier,E.(2006).
EndangeredAnimals.SanAnselmo,CA:TreasureBay.
Fowler,A.(1999).ItCouldStillbeEndangered.NewYork,NY:Children'sPress.
George,J.(2008).TheWolvesareBack.NewYork,NY:DuttonChildren'sBooks.
Guiberson,B.(2010).Earth:feelingtheheatNewYork,NY:HenryHoltandCo.
Jakab,C.(2011).
Pollution.NewYork,NY:MarshallCavendishBenchmark.
Jakab,C.(2011).
GreenhouseGases.
NewYork,NY:MarshallCavendishBenchmark.
J.M.Patten.(1995).
Acidrain.VeroBeach,FL:RourkeBookCo.

39

Lishak,A.(2007).
GlobalWarming.NorthMankato,MN:SmartAppleMedia.
Minor,W.(2010).TheBuffaloareBack.NewYork,NY:DuttonChildren'sBooks.
Radley,G.(2001).
Waterways.Minneapolis,MN:CarolrhodaBooks.
Silverman,B.
(2012).
Bonobos.Chicago,Ill.:HeinemannLibrary.
Sommers,M.(2007).AntarcticMelting:TheDisappearingAntarcticIceCap.NewYork,NY:
RosenPub.Group.

E. TEACHERINSTRUCTION:

GiveaHandtoWildlife.Retrieved03/14/15From
http://www.dailyinspiration.nl/creative-ads-wwf/

Theteacherwillengagestudentsinareviewdiscussionabouttheanimalsthatthe
studentshadcreatedinthelastclass.
Theteacherwillfocusthediscussiononhowthecreaturesthatthestudentshadcreated
usedtheircharacteristicstosurvive.
Theteacherwillintroducethetopicsof
forests,marine,freshwater,wildlife,foodandor
climate
issues.
Theteacherwillfacilitateadiscussionontheseissuesandhowtheyaffectwildlife
survival.
Theteacherwillshowtostudentsaselectionofbooksthatcoverwildlifeissues.
40

 Theteacherwillpromptthestudentstothinkaboutanissuethatconcernsthem.
Theteacherwillexplaintostudentsthattheywillbepartofateamthatcreatesaposter
whichexpresseswildlifeconcerns.
Theteacherwilldividestudentsintogroupsofthreeorfour.
Theteacherwillassistthegroupsofstudentsinfocusingtheirideasbyshowingthem
howtocreateatopdownweb.
Theteacherwillinstructstudentstocreatetopdownwebsintheirsketch-books.
Theteacherwillexplaintostudentsthattheycanutilizethebookssetaside,atopdown
web,andpicturesintheirbrainstormingprocess.
Theteacherwillpresenttostudentsanarrayofmaterialsthattheymayusefortheir
poster(urgingthemtothinkcarefullyabouttheelementsofdesignduringtheirprocess).
Theteacherwillperforminformalcheckinswithstudentsthroughouttheirartmaking
process.
Theteacherwillhelpstudentsbrainstormwhereintheschoolthattheycan/should
displaytheirposters.
Theteacherwillfacilitateatourthroughouttheschool,requestingthateachstudent
describetheirposterandthechoicesthattheymade.

F. QUESTIONSTOGENERATEDISCUSSION:
Doyouthinkadvertisementsandothermediainfluencechange?
Doyouthinkthatmediacaninfluencepositivechanges?
Whatmessageabout
forests,marine,freshwater,wildlife,foodandorclimate
issuesthey
mightyouliketoseeinformofaposter?
Whatareyouconcernedabout?
Doyouthinkthatyourideascountandthatyoucanmakeanimpactontheseissues?
Whatmaterialsmightyouliketouseforyourposterandwhy?
Howwillyourpostermakeanimpact?

G. LEARNINGACTIVITY:
1. Thestudentswillengageinareviewdiscussionabouttheanimalsthatthestudentshad
createdinthelastclass.
2. Thestudentswilldescribehowthecreaturesthattheyhadcreatedusedtheir
characteristicstosurvive.
41

3. Thestudentswillparticipateindiscussionsonthetopicsof
forests,marine,freshwater,
wildlife,foodandorclimate
issues.
4. Thestudentswillreflectandcommentontheseissuesandhowtheyaffectwildlife
survival.
5. Thestudentswillvoiceissuesthatconcernthem.Thesewillbelistedontheboard.
6. Thestudentswillutilizethebookssetaside,atopdownweb,andpicturesintheir
brainstormingprocess.
7. Thestudentswillparticipateinateamwhichcreatesaposterwhichexpresseswildlife
concerns.
8. Thestudentswillthinkcarefullyabouttheelementsofdesignduringtheirprocess.
9. Thestudentswillbrainstormwhereintheschoolthattheycan/shoulddisplaytheir
posters.
10. Thestudentswillparticipateinafinalcritique,atourthroughouttheschooldescribing
theirposterandthechoicesthattheymade.

GiveaHandtoWildlife.Retrieved03/14/15From
http://www.dailyinspiration.nl/creative-ads-wwf/

G.DIFFERENTIATION:
Ifastudentwasontheautismspectrum(orhadotherspecialneeds),thisgroupproject
couldhelpthemreinforceconnectionswithhis/herclassmates.Theparametersofthisproject
areflexiblesothatallstudentscansucceedandfindapointofinterest.Forstudentswhowishto
receiveextracredit,specificexamplesofatopiccouldbesoughtafterinthemediaasa
homeworkassignment.Thesestudentscouldsharetheirfindingsatthebeginningofaclass.
42


43