Get Out Your Calculators Request worksheet by emailing [email protected].
The on Gaines street in Tallahassee in August...worksheet for more details. c. Hand out calculators...
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The Gaines Street Tree Wall was unveiled on Gaines street in Tallahassee in August of 2011. Susan Stelzmann, artist, and Mary Jane Ryals, poet, collaborated to create this beautiful piece of art. It lives underneath a beautiful, large, and old heritage oak. Between the mosaic artwork, theme of the tree, location and poetry, this artwork is such a teachable work and can be applied to any classroom. This is intended to provide cross-curricular educational experiences for students. The following lesson plans and corresponding worksheets or projects have been developed as a unit for elementary school. They include objectives, essential questions, materials, sequencing and standards. Please feel free to adapt the lessons to fit your classroom and students’ needs. Feel free to duplicate and build on any materials that are presented. In each lesson, we encourage you bring your class to the Gaines Street Tree Wall, however, the unit includes photos for classroom reference. If you have any questions or feedback about these lessons, please contact Amanda Karioth Thompson at [email protected].
Transcript of The on Gaines street in Tallahassee in August...worksheet for more details. c. Hand out calculators...
The Gaines Street Tree Wall was unveiled on Gaines street in Tallahassee in August of 2011. Susan Stelzmann, artist, and Mary Jane Ryals, poet, collaborated to create this beautiful piece of art. It lives underneath a beautiful, large, and old heritage oak. Between the mosaic artwork, theme of the tree, location and poetry, this artwork is such a teachable work and can be applied to any classroom. This is intended to provide cross-curricular educational experiences for students.
The following lesson plans and corresponding worksheets or projects have been developed as a unit for elementary school. They include objectives, essential questions, materials, sequencing and standards. Please feel free to adapt the lessons to fit your classroom and students’ needs. Feel free to duplicate and build on any materials that are presented. In each lesson, we encourage you bring your class to the Gaines Street Tree Wall, however, the unit includes photos for classroom reference.
If you have any questions or feedback about these lessons, please contact Amanda Karioth Thompson at [email protected].
Grade Level: 4th/5th Grade Subject: Language Arts
Artwork: Gaines Street Tree Wall
Lesson Objectives:
● SWBAT understand and classify a poem ● SW create a poem related to art ● TW guide classroom discussion on poetry
SWBAT = Students will be able to, SW = Students Will, TW = Teacher Will, HOTS = Higher order thinking skills
Essential Question: What is a free verse poem? How can poetry and art relate?
Florida (CPALMS) Standard(s): LAFS.5.RL.4.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently. LAFS.4.W.2.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Materials: Photos of the Gaines Street Tree Wall Poem by Mary Jane Ryals Photos of other artwork (https://www.tallahasseearts.org/public-art/ ) Art Inspired Free Verse Poem Worksheet Microphone and stool (for poetry slam presentation)
Lesson Sequence:
1. Visit the site or view a photo of the Gaines Street Tree Wall. 2. Ask students to read the poem written by Mary Jane Ryals
In this dream you are the forest.
The river of your roots anchors the canopy above. Your arms shelter moss, fern, the acorns of fall. You outlast winter’s brawl and summer’s burn. In spring wild flowers hug the skirt of your trunk. You breathe our breath and give us ours.
3. Hold a class discussion on the type of poem, rhyme scheme, subject, descriptive words, etc. Then discuss why the poet wrote this. How does it correlate with the mural?
4. Mary Jane Ryals worked directly with Susan Stelzmann to develop the Gaines Street Tree Wall. The poem was written in collaboration with the art. Students will create their own poem surrounding a specific piece of art. You can use the Tallahassee Arts Guide (https://www.tallahasseearts.org/public-art/) and use public artworks, or speak with your Art teacher about specific pieces of art they would like your students to focus on. Each student can choose their own artwork or you could have the entire class center on one piece of artwork.
5. Using the “Art Inspired Free Verse Poem” worksheet, have students develop their own poem.
6. Students will share in partners or in groups, then can present in a “poetry slam” activity with the entire class. You can make an entire event out of it, as shown in this blogpost from The Primary Peach: http://www.theprimarypeach.com/2016/04/spring-into-april-poetry-slam.html
Assessment:
● Students will be assessed on their completion of worksheet and participation in poetry slam.
Reflection:
© 2018
Name: ________________________________ Date: _________
Art Inspired Free Verse Poem Artwork chosen: _____________________________ Artist: ____________________________________ Describe this artwork: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What is the subject of the artwork? ____________________________________________________________________________________________________________ Descriptive words surrounding the subject: • _______________________________ • _______________________________ • _______________________________ • _______________________________ • _______________________________ • _______________________________ • _______________________________
Directions: Develop a free verse poem to go with the poem, like Mary Jane Ryals does with the artwork by Susan Stelzmann on the Gaines Street Tree Wall. Remember: Free verse does not have a rhyme scheme or a structured format. Just be consistent. For example, if you are going to use punctuation in one sentence, use it in all sentences.
Poem Title: _______________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Grade Level: 2nd grade Subject: Mathematics Artwork: Gaines Street Tree Wall Lesson Objectives: SW use HOTS to determine whether to measure in feet or inches. SW measure tangible objects using measurement devices. SW individually estimate the perimeter of artwork. SWBAT = Students will be able to, SW = Students Will, TW = Teacher Will, HOTS = Higher order thinking skills
Essential Question: What is the perimeter of the Gaines Street Tree Wall? Florida (CPALMS) Standard(s): MAFS.2.MD.1.3: Estimate lengths using units of inches, feet, yards, centimeters, and meters. MAFS.2.MD.1.1: Measure the length of an object to the nearest inch, foot, centimeter, or meter by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
Materials: Estimation & Measurement Worksheet (Onsite & In Class) Ruler, yardsticks, measuring tape 4 inch Tiles or cardstock cut pieces Calculators
Lesson Sequence:
1. Introduce the Gaines Street Tree Mural by Susan Stelzmann. Discuss the use of mosaic tile in the artwork. She had to use math to figure out how many tiles she needed for the perimeter and how long and tall it would be.
2. On site of Gaines Street Tree Mural activity: a. Separate students into partners. Hand out worksheets and
ruler/yardstick/measuring tape to each group of 2. b. Students will measure and count the darker orange tiles on the bottom and
side of the mural, then estimate perimeter, then measure and calculate. See worksheet for more details.
c. Hand out calculators when students get to the calculator portion (number 10 on the worksheet)
3. If you are unable to take a class trip to the tree mural you can do the in class activity:
a. Separate students into partners. Hand out 4 inch tiles/cardstock, and rulers and worksheet.
b. Students will follow along worksheet to measure the tiles, then estimate the length of the bottom and side of the mural, then estimate the perimeter. Students will then be given by teacher how tall and wide the actual mural is (26 feet across on the bottom, 8 feet along the side). Students will then calculate the perimeter.
c. Hand out calculator when students get to the calculator portion (number 6 on the worksheet)
Assessment: Assess students using the worksheet and their ability to follow directions.
Reflection:
© 2018
Gaines Street Tree Mural Estimation & Measurement
1. Measure the tile. Should you measure in inches or feet? (Circle one)
How wide ( ____ ) is one orange tile?
_____________ inches or feet
There are 77 tiles across the bottom of the mural. There are 11 tiles
along the side of the mural.
2. Estimate how many inches the bottom of the tree mural is across.
__________________________________
3. Estimate how many inches the side of the tree mural is vertically.
__________________________________
4. Estimate the perimeter of tree mural in inches.
_________________________________________
5. Convert your answers to numbers 2, 3, and 4 to feet.
2. _________ 3. _________ 4. _________
The tree mural is _____ feet across the bottom and _____ feet along
the side.
6. Calculate the perimeter of the tree mural in feet. __________
7. How close was your estimate? _________________________
Name: _________________ Date: __________________
Gaines Street Tree Mural Estimation & Measurement
1. Measure one dark orange tile. Should you measure in inches or
feet? (Circle one) How wide ( ____ ) is one orange tile?
_____________ inches or feet
2. How many dark orange tiles are along the bottom of the mural?
__________________________________
3. How many dark orange tiles are along the side of the mural?
__________________________________
4. Estimate how many inches the bottom of the tree mural is across.
__________________________________
5. Estimate how many inches the side of the tree mural is vertically.
__________________________________
6. Estimate the perimeter of tree mural in inches.
_________________________________________
7. Convert your answers to numbers 4, 5, and 7 to feet.
4. _________ 5. _________ 6. _________
8. Measure the bottom of the tree mural in feet. _____________
9. Measure the side of the tree mural in feet. _______________
10. Calculate the perimeter of the tree mural in feet. __________
11. How close was your estimate? _________________________
Name: _________________ Date: __________________
Grade Level: 5th/6th Grade Subject: Music Artwork: Gaines Street Tree Wall Lesson Objectives:
● SW compose a verse of a song ● SW teach other classmates ● SW collaborate in groups to develop music ● SW use poetry as lyrics to compose melodies
SWBAT = Students will be able to, SW = Students Will, TW = Teacher Will, HOTS = Higher order thinking skills
Essential Question: How can we use a poem to create a song?
Florida (CPALMS) Standard(s):
○ MU.5.S.1.2: Compose short vocal or instrumental pieces using a variety of sound sources.
○ MU.5.S.1.1: Improvise rhythmic and melodic phrases to create simple variations on familiar melodies.
○ MU.68.S.1.2: Compose a short musical piece.
Materials: Photos of the Gaines Street Tree Wall Poem by Mary Jane Ryals Orff Instruments Harmony/Ostinato Composition Worksheet
Lesson Sequence:
1. Introduce the Gaines Street Tree Wall by Susan Stelzmann and read the poem by Mary Jane Ryals. In this dream you are the forest. The river of your
roots anchors the canopy above. Your arms shelter moss, fern, the acorns of fall. You outlast winter’s brawl and summer’s burn. In spring wild flowers hug the skirt of your trunk. You breathe our breath and give us ours.
2. Students will compose a song using the poem as lyrics. a. Split the class into groups to compose each stanza. b. Reintroduce the pentatonic scale and only use those 5 notes in the composition
(Do Re Mi So La - C D E G A if you want to do the key of C) c. Using the worksheets ach group will first find the melodic rhythm, determine
melody using solfege and assign each beat a note, and transfer to sheet music. 3. Once all groups have completed their stanza, they will teach their stanza to the class by
rote. 4. Class will sing the entire song together. Students can accompany on orff instruments
using a bordun or other pentatonic ostinatos.
Assessment:
● Students will be assessed by their completion of the worksheet and their ability to teach others in the class.
Reflection:
© 2018
Names of group members: ________________________________________________________________________________________________________
Write the rhythm of each word.
Add solfege to the rhythms. Only use Do, Re, Mi, So, and La.
Write your melody on the staff.
Write the rhythm of each word.
The river of your roots anchors the canopy above. Add solfege to the rhythms. Only use Do, Re, Mi, So, and La.
Write your melody on the staff.
Names of group members: ________________________________________________________________________________________________________
The river of your roots anchors the canopy above.
Write the rhythm of each word.
Add solfege to the rhythms. Only use Do, Re, Mi, So, and La.
Write your melody on the staff.
Names of group members: ________________________________________________________________________________________________________
Write the rhythm of each word.
Add solfege to the rhythms. Only use Do, Re, Mi, So, and La.
Write your melody on the staff.
Names of group members: ________________________________________________________________________________________________________
Write the rhythm of each word.
Add solfege to the rhythms. Only use Do, Re, Mi, So, and La.
Write your melody on the staff.
Names of group members: ________________________________________________________________________________________________________
Write the rhythm of each word.
Add solfege to the rhythms. Only use Do, Re, Mi, So, and La.
Write your melody on the staff.
Names of group members: ________________________________________________________________________________________________________
Grade Level: 3rd/4th Grade Subject: Music Artwork: Gaines Street Tree Wall Lesson Objectives:
● SWBAT understand the concept of harmony ● SW compose ostinatos ● SW work with others to develop rhythmic and melodic harmony
SWBAT = Students will be able to, SW = Students Will, TW = Teacher Will, HOTS = Higher order thinking skills
Essential Question: What is harmony? How can we create harmony?
Florida (CPALMS) Standard(s): MU.3.S.3.2: Play melodies and layered ostinati, using proper instrumental technique, on pitched and unpitched instruments.
Materials: Photos of the Gaines Street Tree Wall Unpitched Percussion Instruments Pitched instruments (xylophones, glockenspiels, recorders, ukuleles, guitars, etc.) Harmony/Ostinato Composition Worksheet
Lesson Sequence:
1. Looking at the Gaines Street Tree Mural, discuss how the branches are intertwined. 2. Discuss the concept of harmony and how that is multiple lines intertwined. They are all
different but they go together. a. If you utilize Quaver, there are a few different videos on harmony that could be
shown. 3. Explain ostinatos and how layering rhythmic ostinatos is harmony as well, but just with
rhythm. 4. In this activity, students will create ostinatos on body percussion, unpitched instruments,
and then pitched instruments. a. Depending on the size of your class, split into groups with between 4-6 students. 3
groups would correlate well with the Gaines Street Tree Wall.
5. Students will create, in their groups, an 8-16 beat ostinato with body percussion. Using the Harmony/Ostinato Composition worksheet students will write down their ostinato composition. Students will perform the body percussion ostinato for the class. Then layer the 3 ostinatos together.
6. Add unpitched percussion instruments to the ostinato. Perform them again and layer them again.
7. You can then add pitches to the ostinatos in the pentatonic scale. Suggest for students to make them simple. If time allows and students are able, attempt layering melodic ostinatos and rhythmic ostinatos. Allow groups to perform for each other.
Assessment:
● Students will be assessed by their completion of the worksheet and ability to perform in front of the class.
Reflection:
© 2018
Harmony/Ostinato Composition Create a rhythmic ostinato using the notes you’ve learned.
Add pitches to your ostinato – using only the Pentatonic scale: C D E G A (Do Re Mi So La)
Names: _______________________________ ___________________________________________________________________________________________________________________
Grade Level: 4th grade Subject: Science Artwork: Gaines Street Tree Wall Lesson Objectives: SWBAT to identify all 6 stages of the tree life cycle. SWBAT apply tree life cycle to assess live oak tree. SW use HOTS to fill out a KWL (Know-Want to know-Learned) chart based on the tree life cycle. SWBAT = Students will be able to, SW = Students Will, TW = Teacher Will, HOTS = Higher order thinking skills
Essential Question: What are the stages of the tree life cycle? Florida (CPALMS) Standard(s): SC.4.L.16.Su.3: Recognize the major stages in life cycles of common plants and animals.
Materials: Life Cycle of an Oak Tree Worksheet KWL Chart Video of acorn to oak tree timelapse (https://www.youtube.com/watch?v=ZK4LjURtaDw) Optional: Art supplies (paper, markers, colored pencils, tissue paper, paints, glue, etc.)
Lesson Sequence:
1. Introduce the concept of life cycles. Life cycles vary among organisms, but reproduction is a major stage in the life cycle of all organisms. Students will fill out KWL chart (Know and Want to know) columns.
2. Show video of acorn to oak tree timelapse. https://www.youtube.com/watch?v=ZK4LjURtaDw 3. Discuss the Tree life Cycle Diagram 4. Hand out worksheet and have students paste photos in the correct order on the
diagram. 5. Introduce (either onsite or via picture) the Gaines Street Tree wall. Discuss the tree
behind the mural. Students will apply knowledge of the tree cycle to determine what stage the tree is in.
6. Additional Activity: Susan Stelzmann, the artist of the Tree Mural, used what she learned about the tree life cycle and the Heritage Oak itself to develop a piece of art that describes the tree. Students will develop a piece of art inspired by and describing the tree cycle.
7. Fill out with L (learned) of KWL chart. Assessment: Assess students by evaluating their execution of the Tree Life cycle worksheet.
Reflection:
© 2018
Life Cycle of an Oak Tree Name: __________________ Date: ___________________
Acorn
Seedling
Sapling
Mature Tree
Dead Tree (Snag)
Rotting Tree
Acorn
Seedling
Sapling
Mature Tree
Dead Tree
(Snag)
Rotting Tree
Acorn
Seedling
Sapling
Mature Tree
Dead Tree
(Snag)
Rotting Tree
Acorn
Seedling
Sapling
Mature Tree
Dead Tree
(Snag)
Rotting Tree
*This page can be reproduced, students cut out the boxes and paste them into the chart.
Grade Level: 4th/5th Grade Subject: Social Studies Artwork: Gaines Street Tree Wall Lesson Objectives:
● SW identify historical figures, events, and landmarks over the past 100 years in Tallahassee, Florida, and/or American history.
● SWBAT determine whether a source is a primary or secondary source. ● SW create a project based on the history of the past 100 years. ● SW use HOTS to have discussions about historical figures, events, and landmarks.
SWBAT = Students will be able to, SW = Students Will, TW = Teacher Will, HOTS = Higher order thinking skills
Essential Question: What historical figures, events, and landmarks have been significant in the last 100 years?
Florida (CPALMS) Standard(s):
SS.4.A.1.1: Analyze primary and secondary resources to identify significant individuals and events throughout Florida history.
SS.4.A.9.1: Utilize timelines to sequence key events in Florida history.
SS.5.A.1.2: Utilize timelines to identify and discuss American History time periods.
Materials: Anchor chart Primary/Secondary Source Assessment worksheet Posterboard 100 years ago History project worksheets (event, landmark, figure)
Lesson Sequence:
1. Either on the site of the The Heritage oak tree or via picture, discuss the mural and the tree. The tree behind the mural is about 100 years old. Susan Stelzmann, the artist of the mural, thought that the Heritage Oak tree was so important to our city that she created a mural to memorialize it.
2. Discuss other memorials or monuments we have to remember significant events. Also, discuss the significance of the past 100 years.
3. Develop an anchor chart that determines important landmarks/monuments/memorials, historical figures, and events of the past 100 years.
a. Examples could include: development of technology (internet, computers, phones), World Wars, Presidents throughout the years
4. Introduce primary and secondary sources and doing research. 5. Assess students on their knowledge of primary and secondary sources. (Worksheet
provided) 6. Activity option 1: Students will research a specific historical figure, landmark, or event
occurring around 100 years ago (or within the past 100 years) and develop a poster. (see worksheets) Utilize primary and secondary sources to research. (State of Florida Archives has lots of examples: https://dos.myflorida.com/library-archives/about-us/about-the-state-archives-of-florida/)
7. Activity option 2: In groups, students will develop a timeline from 19__ - 20___ (depending on the year you do this activity, to be 100 year span) with major milestones and key events of Florida, Tallahassee, and/or American history. Utilize primary and secondary sources to do research. (State of Florida Archives has lots of examples: https://dos.myflorida.com/library-archives/about-us/about-the-state-archives-of-florida/)
Assessment:
● Use assessment of primary and secondary sources ● Evaluate the activities, their attention to detail, and ability to follow directions.
Reflection:
© 2018
1-10 93 87 80 73 67 60 53 47 40 3311-15 27 20 13 7 0
1) A play showing how Benjamin Franklin flew a kite during a lightning storm.
2) A short story describing Thomas Edison and Nikola Tesla's 'electrical' battle.
3) Anne Frank's diary describing her life during World War 2.
4) A cartoon showing how Pocahontas met John Smith.
5) A text book describing the civil rights movement.
6) A news report about the opening of a power plant.
7) A scientist explaining what it was like for Buzz Aldrin to walk on the moon.
8) A YouTube video describing how the pyramids were built.
9) An interview with Alexander Graham Bell about how he invented the telephone.
10) A radio broadcast from the day the Soviet Union launched Sputnik.
11) An autobiography about the 40th president, Ronald Reagan.
12) A book describing Christopher Columbus sailing to America.
13) A famous artist's painting of what cowboy life was probably like.
14) A journal by a cowboy about the cattle drives from Texas to Kansas.
15) The United States Constitution.
• A Primary Source is information that was created at the same time as an event or by a persondirectly involved in the event.
Diaries, speeches, letters, official records, autobiographies.
• A Secondary Source is information from somewhere else or by a person not directly involvedin the event.
Encyclopedias, textbooks, book reports.
1. S
2. S
3. P
4. S
5. S
6. P
7. S
8. S
9. P
10. P
11. P
12. S
13. S
14. P
15. P
Determine if the source would be a Primary Source(P) or a secondary Source(S).
Identifying Primary and Secondary Sources
Math www.CommonCoreSheets.com
Name:
Answers
1
Answer Key
1-10 93 87 80 73 67 60 53 47 40 3311-15 27 20 13 7 0
• A Primary Source is information that was created at the same time as an event or by a persondirectly involved in the event.
Diaries, speeches, letters, official records, autobiographies.
• A Secondary Source is information from somewhere else or by a person not directly involvedin the event.
Encyclopedias, textbooks, book reports.
1) A play showing how Benjamin Franklin flew a kite during a lightning storm.
2) A short story describing Thomas Edison and Nikola Tesla's 'electrical' battle.
3) Anne Frank's diary describing her life during World War 2.
4) A cartoon showing how Pocahontas met John Smith.
5) A text book describing the civil rights movement.
6) A news report about the opening of a power plant.
7) A scientist explaining what it was like for Buzz Aldrin to walk on the moon.
8) A YouTube video describing how the pyramids were built.
9) An interview with Alexander Graham Bell about how he invented the telephone.
10) A radio broadcast from the day the Soviet Union launched Sputnik.
11) An autobiography about the 40th president, Ronald Reagan.
12) A book describing Christopher Columbus sailing to America.
13) A famous artist's painting of what cowboy life was probably like.
14) A journal by a cowboy about the cattle drives from Texas to Kansas.
15) The United States Constitution.
1. S
2. S
3. P
4. S
5. S
6. P
7. S
8. S
9. P
10. P
11. P
12. S
13. S
14. P
15. P
Determine if the source would be a Primary Source(P) or a secondary Source(S).
Identifying Primary and Secondary Sources
Math www.CommonCoreSheets.com
Name:
Answers
1
100 Years Ago History Project
Where is the Historical Landmark Located? ___________________________________________________________________________________________________
What is the Historical Landmark remembered for? ___________________________________________________________________________________________________Explain the importance of the Historical Landmark 100 years ago and now: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________
Name: _______________________ Date: ________________________
Picture of Important Historical Landmark
Fun Facts about Important Historical Landmark: ________________________________________________________________________________________________________________________________________________________________________________________________Life Lessons to remember from Historical Landmark: ________________________________________________________________________________________________________________________________________________________________
When was the Historical Landmark built/developed? __________________________________________________________________Is the Historical Landmark still in use? ___________________________________________________________________________________________________
100 Years Ago History Project
Date(s) of Historical Event: _________________________________ Where did this event occur? ___________________________________________________________________________________________________What is the event remembered as? ___________________________________________________________________________________________________Overview of the occurrence of event: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________
Name: _______________________ Date: ________________________
Picture of Important Historical Event
Fun Facts about the event: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________Life Lessons to remember from Historical Event: ________________________________________________________________________________________________________________________________________________________________
100 Years Ago History Project
Birth Date: ________________________ Death Date: _______________________ Where did they live? ___________________________________________________________________________________________________What are they remembered for? ___________________________________________________________________________________________________Biography: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________
Name: _______________________ Date: ________________________
Picture of Important Historical Figure
Fun Facts: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________Life Lessons to remember from Historical Figure: ________________________________________________________________________________________________________________________________________________________________
Grade Level: 5th Grade Subject: Art Artwork: Gaines Street Tree Wall Lesson Objectives:
● SWBAT explain how art can reflect community issues. ● SW collaborate to create ceramic poetry stones that express a community issue. ● SW use ceramics to create art.
SWBAT = Students will be able to, SW = Students Will, TW = Teacher Will, HOTS = Higher order thinking skills
Essential Question: What is sustainability? Why is sustainability an important topic in our community? How can art reflect this theme?
Florida (CPALMS) Standard(s):
VA.5.C.2.2: Analyze personal artworks to articulate the motivations and intentions in creating personal works of art.
VA.5.H.1.4: Explain the importance of artwork to show why respect is or should be given to the work of peer or specified professional artists.
Materials: Ceramic Clay Glaze Poem Worksheet Letter Rubber stamps Newspaper Anchor Chart
Lesson Sequence: *This lesson is split into 4 different class periods, but can be adjusted to fit your needs. Activity 1: Explore and Discuss.
1. What is sustainability? What does it mean? a. The ability to be sustained, supported, upheld, confirmed.
b. Discuss Environmental Science (defined as the quality of not being harmful to the environment or depleting natural resources, and thereby supporting long-term ecological balance)
2. Discuss with students on the issue of sustainability at your school. a. Define sustainability b. What does it mean to our community? c. In what ways does our school try to sustain the environment?
3. Introduce the Gaines Street Tree Wall by Susan Stelzmann. She uses poetry by Mary Jane Ryals in her art. Discuss how poetry can be incorporated into art.
Activity 2: Plan. 1. Students are put into groups. Groups will brainstorm a list of words that relate to
sustainability. Teacher will develop an anchor chart of words related to sustainability to act as a master list.
2. Hand out poem worksheet and each group will create a sustainability poem. 3. Discuss and show examples of garden stones. 4. Groups will create a sketch of their garden stones and assign jobs to each person to
prepare to create the stones. Activity 3: Create.
1. Students are each given 4 pounds of clay. 2. Students will mold stones to desired shape. 3. Groups will divide up the words to their poem, 3 words per stone, and use letter
rubber stamps to press words into clay. 4. Stones will be glazed before next class.
Activity 4: Reflect. 1. Group will present their poetry stones to each. They will discuss how their poem
relates to sustainability. Assessment:
● Students will be assessed based on their collaboration of the project, attention to detail, and ability to follow directions.
Reflection:
© 2018
Group Name__________________Teacher Code______
Member Names_________________,_________________,_______________,
_____________________________, _________________________
___________________________
Title (Choose a topic that relates to sustainability)
______________, ________________
Write two words that relate this topic.
____________________, ________________, __________, Write three words to describe how it looks.
____________________, ____________________ Write two words to describe how it feels.
______________________________
Synonym for title
