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ServiceLearningLessonPlan

Title:
Whatfliesinskiespt.2Sky/AirInstallationGroup/Date:4/5/16

LessonIdeaand
Relevance:
Whatare
yougoingtoteach
andwhyisthislesson
ofimportancetoyour
students?Howisit
relevanttostudentsof
thisageand
background?

Wearemakingacollaborativesky/airthemedinstallation.Studentsare
continuingourhotairballoonprojectfromthepreviousweek,thesewillbe
themainsubjectinourinstallation.Studentshavetheoptiontobuild
separatepiecestoaddamongsttheballoons.Thislessonisimportantfor
studentsbecauseitshowsthemhowtomakesomethingbigfrommany
smallpieces.Aswellas,allowingstudentstocreateanewprojectby
transferringpastknowledgeofmaterialsandpersonalinterestsinsubject
matterandtechnique.

EssentialUnderstanding(s):
Whatarethebig EssentialQuestion(s):
Whatprovocative
ideas?Whatspecificunderstandingsaboutthem questionswillfosterinquiry,understanding,and
aredesired?
transferoflearning?

1.
2.

Artists'ideascanbeinfluencedbythe
materialsandprocessestheyexplore.
Artistscollaborateinprocessand
discussiontogrowfromeachother's
ideas

Whydoartistsmakeartovera(long)periodof
time?
Whywouldartiststakeinspirationfromthe
naturalworld,theirownlives,oreachother?

OutcomesStudentswillbeableto...W
hatkeyknowledgeandskillswillstudentsacquireasa
resultofthisunit?...Arthistoryandcultureexpressivefeaturesandcharacteristicsofartart
materials,tools,andtechniques?Whatshouldtheyeventuallybeabletodoasaresultofsuch
knowledgeandskill?...Compareandcontrastartworkanalyzesketches?
Studentswillbeableto
Studentswillbeableto:
1. demonstratestepbystepprocessofpreparingaprojecttheywillfinishnextweek
2. employpreviousmaterialsandtechniques
3. Demonstratecollaborativeprocesswithotherartistsininstallation
4. discussandevaluatetheirartisticprocess

StudentReflectiveActivity
:Throughwhat
authenticperformancetask(s)willstudents
demonstratethedesiredunderstandings?How
willstudentsreflectuponandselfassesstheir
learning?

AssessmentInstrument(s):
Bywhatcriteria
willperformancesofunderstandingbejudged?

GalleryWalk
:Attheendofclasswewilldo
anothergallerywalk.Thistimeisimportantfor
thestudentstoreflectontheirwork.Wewant
themtoacknowledgethatmultipleoftheir
projectshavebuiltupintoonebigproject!
1. GalleryWalkPrompts:
a. Whattypesofthingsdidyou
discovercouldgointhesky
withourhotairballoons?
b. Howdidwhatyoumadelast
weekturnintowhatyoumade
thisweek?
c. Whatmaterialsdidyoudecide
tousetodecorateyourhotair
balloon?Didyouuseoldornew
materials,orboth?
d. Askstudentswhytheymade
_____choicewhilemaking.

1) Studentthoroughly:
2) demonstratesstepbystepprocessof
preparingaprojecttheywillfinishnext
week
3) employsmaterialsandtechniquesfrom
previousclasses
4) Demonstratescollaborativeprocess
withotherartistsininstallation
5) discussandevaluatetheirartistic
process
6)
7) Studentpartially:
8) demonstratesstepbystepprocessof
preparingaprojecttheywillfinishnext
week
9) employsmaterialsandtechniquesfrom
previousclasses
10) Demonstratescollaborativeprocess
withotherartistsininstallation
11) discussandevaluatetheirartistic
process
12)
13) Studentdoesnot:
14) demonstratestepbystepprocessof
preparingaprojecttheywillfinishnext
week
15) employmaterialsandtechniquesfrom
previousclasses
16) Demonstratecollaborativeprocesswith
otherartistsininstallation
17) discussandevaluatetheirartistic
process
18)

Preassessment:
Howwillyouhelpthestudentsknowwheretheunitisgoingandwhatis
expected?Helptheteacherknowwherethestudentsarecomingfrom(priorknowledge,interests)?


1.
2.
3.

AirIdeabubbleisshowingstudentsentrypointtothemespecificartmaking(repeated
introduction)
Highlightingpriorknowledgeofmaterialsandtechniques(Differentialslideshow)
Fastdryingqualitiesofacrylicpaints,useofpainton3dsurface(Introducenewmaterials)

Motivation:
Howwillyouhookallstudentsand
holdtheirinterest?

Ideation:
Howwillyouequipstudents,help
themexperiencethekeyideas,andexplorethe
issuestogenerateideasfortheirartwork?

1)Givingstudentsanentrypointthroughcontext
ofconceptbasedsubjectmatter(sky/air).
2)Givingstudentsfreedomwiththeavailabilityof
oldandnewmaterials
3)Havingbothstructureandfreedomare
importantbecauseitallowstotakeitasfaras
theywanttowithsubjectmatter,butgivesthema
placetostart.Theystillhaveownershipover
whattheyaremakingandarecontinuingtomake
choicesforwhatmaterialstheyuse.Honoringthe
originatorinstinctbygivingthemfreedom
amongststructure.
4)Makingsomethingreallybig.Studentsare
makingainstallationthatisbiggerthan

themselves,thescaleofthisisexcitingespecially
seeinghowitgrowsaseachpieceisadded.

1.
2.

3.

Thethemespecificideabubbleposter
wasgreatforthis
Differentialslideshowshowsstudents
picturesfromtheblog,highlightingtheir
continuesinterests,remindingthemof
whattheyhavemade.
Ourclassmascotisastyrofoamcup
withtoothpicksconnectingpiecesof
clay,alloverit.Eachmemberofthe
classmadeaclayadditiontothecupa
lotofinspirationintermsoftexture,
form,andtechniquecanbedrawnfrom
thispiece.

Procedures:
Howisthelessonorganizedtomaximizeinitialandsustainedengagementaswellas
effectivelearning?Provideopportunitiestorethinkandrevisetheirunderstandingsandwork?Allow
studentstoevaluatetheirworkanditsimplications?Includeliteracyandnumeracy?

Repeatedintroduction(1min)
:IdeaBubblethatisconceptspecifictothisweeksproject
(thingsinthesky/air).
a. Asksstudentsfor3wordstogetourideabubblestarted?
i.
Somepromptingquestionswecouldasktostimulateideationforthiscould
be:Whatdoyouseeintheair/sky?,Whathappensintheair/sky?,What
istheair/skymadeof?
3. Introduceourskyinstallation(2min)
a. Drawstudentsattentiontohangingstrings.Thisisoursky,todaythethingswe
makewillbecomeapartofthis,justlikeweworkedonourclassmascottogether,
weareallgoingtoworktogethertodaytoaddthethingswemaketooursky(the
2.

skyisapieceofcardboardwithholesinitandithasstringsalready).
4. Recapoftechniquesandpriorknowledge(1min):
Firstthingwe'regoingtorecapis
whatwecreatedlastweek(papermacheballoons)andarenowcontinuingintothisweek,
makingthemintohotairballoons.
a. Clay:
useofforksandothertoolstocreatepatterns/altersurfaces
creatingformslikefoodandformsfortheclassmascot
coilusedinsnail
rollingout/flatteningforcalzone
Papermache:
layeringtechniques
Pipecleaners/styrofoam:
twistingpipecleanerstodepictmultiplecolors
Aluminumfoil/wirestation:
introtohowtomakeconnectionwithwire
sculpturebenefitsofthesematerialsoneartistlastweekpapermachedover
awiresculpture
b. Showsstudentshowwhattheymadehasdriedandisnowreadytodecorate
5. Differentiatedslideshow(4min):
Thiswillshowhighlightingstudentspecificinterests
andtyingitbackintoprojectspecificpossibilities.Forexample:Kelseyisreallyinterestedin
pattern(showspictureofKelsey'scontinuedpatternworkandChrissrainbowpattern
mobile)Everyonelookhowthishotairballoonhasacolorfulpatternedappearance.Last
weekalotofyouwereinterestedinspecificcolors,(showHeidisrosecolorthemedmobile,
Ashleyscsucolorthemedmobile,Jim,Chrissrainbowcoloredmobiles)Cananybodytell
mewhatcolorstheyseeinthesky?(showspectrumofcolorsinthesky:rainbow)Howwill
youusecolorinwhatyoumaketoday?Thisslideshowwillalsoremindstudentswhatthey
havemadeinotherclassesandencouragefeelingsofbeingsupportedbywhattheir
teachersandthatwhattheyaredoingisimportant.
6.
IntroduceNewMaterial(2min):
a. Paint:Thisweekwewillhavetheoptiontousepaintalongwithourothermaterials!
Alotofyouhavementionedthatyouveworkedwithpaintbefore,andthatyouve
enjoyedit.Wewillbeatthetablestohelpyouusethismaterialona
threedimensionalsurface.
b. Aprons:Wereworkingwithacrylicpainttoday.Itsreallygreatformakinglayersof
colorsthatdry,butifitgetsonyourclothesitspermanent.Ifyoudontwanttoget
toomessypleasewearanaprontoday!
7. Making(1hour35min):
Studentshavechoiceofwheretheywanttostarttoday.Wehave
separatestationswithdifferentmaterials.Studentswilldecorateballonsand/orbuild
separatesky/airthemedpiecestoaddtoourclassinstallation.
a. Allowsforstudentswhoneedmoremovementtomovearoundtheroomtodifferent
stations,aswellasstudentswholiketofocusforlongerperiodsoftimetosettle
intoastation.
b. Duringmakingtimeteacherswillbenarratingstudentsthemespecificartistic
choicesandintereststheyseehappeningandsharingthiswiththewholeclass
whenaddinganideatotheideabubble.
c. Everytimeastudentfinishesaworkitwillbehungtotheskybuildingtowardslarge
scale.Studentsaremakingainstallationthatisbiggerthanthemselves,thescale

ofthisisexcitingespeciallyseeinghowitgrowsaseachpieceisadded.Therewill
beatimelapsevideothatisrecordingthroughouttheclasstodocumentthis
progression.
d. Duringthemakingteacherswillbedocumentingtheprogressionofstudentswork
tocapturehowbeginningtoend,thingsarebeingmade.Toaidfuture
differentiationinlessons,andremindstudentsofwhattheyhavemadewithusin
futureclasses.
8.
GalleryWalk(15min)
:Attheendofclasswewilldoanothergallerywalk.Thistimeis
importantforthestudentstoreflectontheirwork.Wewantthemtoacknowledgethat
multipleoftheirprojectshavebuiltupintoonebigproject,andcontinuepracticing
verbalizingtheirideas,process,etc.Thistimealsogivesparentsachancetobeapartof
ourclassroomcommunity,andencouragesthatstudentsaresupportedbyfamilyinthe
classroom.
a. GalleryWalkPrompts:
i.
Whattypesofthingsdidyoudiscovercouldgointheskywithourhotair
balloons?
ii.
Howdidwhatyoumadelastweekturnintowhatyoumadethisweek?
iii.
Whatmaterialsdidyoudecidetousetodecorateyourhotairballoon?Did
youuseoldornewmaterials,orboth?
iv.
Askstudentswhytheymade_____choicewhilemaking.

MaterialsandResources:
Whatisneededtocompletethelearningplan?
Listmaterialsand
resourcesinabulletedformat.

Cardboardwithholesandhangingstring
styrofoam
string/yarn
markers
Paint
Trashbagtablecoversforpaintstations
Glitter
Feathers
pipecleaners
puffballs
aluminumfoil
Wire
Fabric
Tape
Glue
Scissors

Wirecutters

PreparationandSafety:
Whatdoyouneedtoprepareforthisexperience?Whatsafetyissues
needtobeaddressed?
Liststepsofpreparationandsafetyinabulletedformat.

Placetrashbagcoversovertablesforourpaintingstations
Displayingmobiles,Ideabubble,andcardboard/stringstructureforskybeforestudents
arrive
Glue,scissors,andwirearebeingsupervised
Haveapronsavailableatpaintstations

Accommodations:
Howisthelessontailored(personalized)tothedifferentneeds,interests,and
abilitiesoflearners?...
Access
(Resourcesand/orProcess)and
Expression
(Productsand/or
Performance)?

Stationsallowsforstudentswhoneedmoremovementtomovearoundtheroomto
differentstations,aswellasstudentswholiketofocusforlongerperiodsoftimetosettle
intoastation.
ProvideGlovesifstudentsdontwanttogetmessywhenusingpaint.
ProvideApronsforpainting.
Paint(resourcethathasbeenrequestedbymanystudents).
Popballoonsforthesakeofstudentswhoareaffectedbytheharshauditorysoundthey
haveexpressednervousnessabout.

Understandingtheplan...

Stage1DesiredResults

Relevance
Whatareyougoingtoteachandwhyisthislessonofimportancetoyourstudents?Howis
itrelevanttostudentsofthisageandbackground?

EssentialUnderstanding(s)
Whatarethebigideas?Whatspecificunderstandingsaboutthemare
desired?Whatmisunderstandingsarepredictable?
(ReflectandTransfer)

EssentialQuestion(s)
Whatprovocativequestionswillfosterinquiry,understanding,andtransferof
learning?
(ReflectandTransfer)

Outcomes(objectives)
:Whatwillstudentsknowandbeabletodo?Whatkeyknowledgeandskillswill
studentsacquireasaresultofthisunit?...Arthistoryandcultureexpressivefeaturesandcharacteristicsof
artartmaterials,tools,andtechniques?Whatshouldtheyeventuallybeabletodoasaresultofsuch
knowledgeandskill?...Compareandcontrastartworkanalyzesketches?
(ComprehendandCreate)

Stage2AssessmentEvidence

StudentReflectiveActivity:Throughwhatauthenticperformancetask(s)willstudentsdemonstratethe
desiredunderstandings?Howwillstudentsreflectuponandselfassesstheirlearning?
(Comprehend,
Reflect,Create,Transfer)
TeachercenteredAssessment(instrument):Bywhatcriteriawillperformancesofunderstandingbe
judged?Whatevidence(e.g.quizzes,tests,academicprompts,observations,products/artwork,
sketchbooks,journals,etc.)willstudentsdemonstrateachievementofthedesiredresults?

Stage3LearningPlan

W=helpthestudentsknowwheretheunitisgoingandwhatisexpected?Helpthe

teacherknowwherethestudentsarecomingfrom(priorknowledge,interests)?

(Comprehend)

H=hookallstudentsandholdtheirinterest?
(ReflectandCreate)

E=equipstudents,helpthemexperiencethekeyideas,andexploretheissuesto

generateideasfortheirartwork?
(Create)

R=provideopportunitiestorethinkandrevisetheirunderstandingsandwork?

(Reflect

andTransfer)

E=allowstudentstoevaluatetheirworkanditsimplications?

(Reflect)

T=betailored(personalized)tothedifferentneeds,interests,abilitiesoflearners

O=beorganizedtomaximizeinitialandsustainedengagementaswellaseffective
learning?

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