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Subjects: Environmental Science/Ceramics/Art History
Grades: 11-12
Overview & Purpose: This PBL project/lesson integrates environmental science and ceramics arts concepts. The purpose of this project is to provide an opportunity for students to research an environmental science topic of interest them, create a call to action presentation and incorporate a ceramic mural, installation or series of objects that draw attention to their topic. The ceramics work will express ideas and visuals elements of the call to action in a creative manner, and students will present a final product that incorporates research, inquiry, and the arts.
The lesson guides students through the steps of compiling an outlined proposal of their call to action and product, gaining and using peer feedback for revising and refining their product, formulating a group research project that will result in a call to action project of their choice, expressing their call to action in clay, writing an artist statement about their final ceramics project that connects the art and call to action, then compiling all these elements into a final presentation to the public
Objectives: Student will be able to:
Watch and discuss documentaries in groups.
Guide their own learning with a whole class generated "Need to Know List".
Collaborate to create a call to action presentation on an environmental topic of interest to them.
Create a ceramics work that visualizes the call to action and display the work publicly with an artist statement.
Present their call to action and ceramics work as a group to a panel of experts and school.
Apply their understanding of their environmental topic to the entire project to create a project that includes rigor, engagement, and aesthetic artist work that clearly presents a call to action.
Standards: Science: HS.IRE: Interdependent Relationships in EcosystemsHS-LS2-1: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales HS-LS2-2: Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. HS-LS2-6: Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. Art Standards 1, 2, 3, 6, 8,& 10Ceramics Art Standards Document 21st Century Standards: Digital Citizens, Collaboration, Knowledge Constructor, Creative Communicator: ISTE Standards,
Materials:
One-to-one laptops or one laptop per group
Internet access
Access to this module's Resources,Google Docs, and handouts in website
Clay and basic clay and glaze tools
Kiln
Learning Activities/Project: Entry Event Description: To kick off the project, students will watch one of the documentaries. Having students watch different documentaries in groups and presenting a short recap of the film to the rest of the class would work for this entry event.
Documentaries: TBD
Film clips: TBD
Driving Questions: Based on student understanding and prior knowledge, here are some driving questions that can be chosen for this project. Use one or a few. Use all if possible! Another option is to divide students into groups and provide different driving questions to groups. This could enrich the experience and allow students to teach others about their findings as they relate their learning to the driving questions.
Pre-Knowledge & Lesson Scaffolding:
Biology/Life Science: Students should have completed basic Biology course required in grade 9.
Illustration andGraphic: Students should have basic drawing and design knowledge for illustrating a topic with visuals. Ceramics: Students should have basic clay construction knowledge to construct and glaze ceramics.
Technology: Students should have basic word processing skills and basic experience with online platforms like Flipgrid, Google Apps and web content research.
Collaboration: Students should have knowledge of collaborating in groups in person and digitally.
Support: Instructors should assess student needs for pre-knowledge prior to lesson and offer support workshops as needed for skill building in any area above.
Activity #1: Research Topic and Prepare Outline of Call to Action & Ceramics Idea
Purpose: Students will choose research topic, find a text or combination of articles about the topic, review & discuss instructor provided resources, collect data, and prepare an outline of the final product/call for action.
Student Collaboration & Research:
Divide students into small groups for researching the environmental science topics: SeeList here in Standards
Explain the basics of the project to students and provide them with the Project Outline
Review final product options with students:
Podcast
Video
Exhibition display of artifacts/projects
Panel discussion with invited experts and a display of artifacts
A "TedTalk" style presentation
A published e-Book
A drama production
An original musical composition
A artistic exhibition representing artifacts and topics with artist statements explaining the works
Student choice: must be proposal fully and approved by instructor
Sustained Inquiry:
In groups, students will add to the class "Need to Know List" on thisGoogle Doc that will serve as the sustained inquiry throughout the project.
The Google Doc also includes a student generated vocabulary list that students will contribute to throughout their research.
Reading:
In groups students will read a text of their choice that relates to their topic, research from the list of resources & discuss the reading, topic, and research from the list over 2 weeks
Group discussions times are planned weekly and dates provided ahead of time to students.
More guidelines needed?
Research and Outlining Project:
Students will work in groups to compile research and gather evidence for their topic and formulate an outline of their call to action presentation and final product ceramics work.
The draft of the call to action and ceramics product will be presented to the class for peer feedback.
In groups, students will discuss topics & prepare present to the class and guests/panel of experts.
Groups create an artifact to demonstrate their learning of the topic in a call to action presentation and ceramics work. Requirements can be found here.
Rubrics
Activity #2: Ceramics Work
Description: Students will plan and create a ceramics work that communicates a message, idea, important element, character, or symbol that represents their environmental call to action. Students will plan and create the clay work with a construction method of their choice. The work can be functional or non-functional. Work can be a mural, installation, series of works, or set. Students should consider the driving questions during the planning and construction stages of the clay work. Students can create the message in the actual form of the pottery or design on the surface of the clay. Students may use textured surfaces, glazing, or decal methods for their messages on their ceramics work. Ceramics Rubrics
Research:
Students will review the links below to learn about artists that use ceramics to convey important and/or environmental issues. Artists that use pottery and other methods for illustration and/or for story telling:
Students will plan, construct, and glaze their work with continuous peer and teacher feedback and refer to their planning documents while constructing and glazing.
Students can glaze their pottery with choice methods according to the purpose of their work.
Presenting:
Student will take photos of their final ceramics work to add to the school website.
Students will write an artist statement that connects the ceramics work to the environmental call to action and explains the meaning and messages in the ceramics work. Any symbols and representations that are visual should be explained to reveal intent to the viewer.
Project Presentation & Reflection
Presentation: At the conclusion of the project, students will present their HHHHHH to the class and to invited guests. Ceramics works and artist statements will be on display in the gallery or common areas for public showings.
Reflection: Students will create a Flipgrid reflection video that summarizes their project experience, learning, challenges and successes. The Flipgrid video should be 1 minute & 30 seconds long and be available for open commenting for class and invited guests.