The Sea and Its Creatures – Stage 2

Connection focus: The sea and its creatures are not only beautiful and inspiring, but also important to the health of our planet. Changes to the Earth’s surface temperatures will lead to rising sea levels which will affect both humans and sea creatures.

Creative Arts

Through their art making, students become familiar with the beauty and awe of the sea and its creatures. They learn to appreciate that art can be both inspired by and created from nature.

Students explore other artists’ interpretations of seascapes then create their own interpretation.

Through the creation of an imaginary sea creature and its story, students use make-believe and role play to imagine what it might be like to live in water rather than on land.

English

Students reflect on and write about the creation of their artworks. They develop vocabulary to describe their feelings and thoughts, while targeting their writing to particular audiences. They discuss and compare their work with others’ creations.

Students develop their imaginative writing skills and use technology to publish and present their work.

Students develop their listening skills and write a performance review.

Students will be engaged in:

A field trip to the local beach.

Creating natural art sculptures.

Painting a seascape.

Creating a sea creature puppet.

Exploring role playing.

Building an e-portfolio of their work.

Science

Students are introduced to the idea that the surface of the Earth is changing, and are asked to consider the effects of this on sea levels.

Students learn about the life cycle of sea turtles, and how they can be affected by changes in the Earth’s surface.

Planned assessment

Observation of and interviews with students.

Photos/video of students working and their artworks.

Analysis of students’ discussions and written work.

Analysis of students’ self- and peer-assessments.

Analysis of students’ annotated work and e-portfolios.

Resources

Visual Arts

All Digital camera/video for teacher. Digital cameras to share among students.

Painting

Easels

Large paper

Water soluble paints

Different sized brushes

Clothing protection

Stick Puppets

Examples of books with pictures/illustrations of sea creatures:

o In the Sea, David Elliott

o Commotion in the Ocean, Giles Andreae

o The Underwater Alphabet Book, Jerry Pallotta

o Weird Sea Creatures, Erich Hoyt

o Even an Octopus Needs a Home, Irene Kelly

o Sea Soup: Zooplankton, Mary M. Cerullo

o Sea Creatures, Sue Malyan

o Oceans, Beverly McMillan, John A. Musick

Tongue depressors, heavy cardboard, scissors, tape, glue

Various items for decoration: coloured markers, pencils, crayons, yarn, sequins, etc.

Drama

Space for role playing. The classroom space should be suitable.

Sea creature puppets

English

Copies of David Wiesner’s Flotsam for shared reading

Science

2 waterproof trays

Ice cubes and water

Tape

Scissors

Thick marker

2 rulers

Plastic sheet

Web Resources

Creative Arts

Sculpture What is Sculpture? http://www.accessart.org.uk/whatissculpture/whatissculpture.htm#start

Virtual tour of Bondi Beach: http://virtualtourphotographysydney.com.au/bondi

Puppetry Bay Mob Puppets: http://youtu.be/gMUcMqMPNvY

The Muppet Show: Pigs In Space: http://youtu.be/lCUWwKqWVU0

Sesame Street - Grover the Waiter: http://youtu.be/0GOGNE0nWHk

Sea creature templates: http://www.firstpalette.com/tool_box/printables/seaanimals.html

http://www.coloring.ws/ocean.htm

http://www.activityvillage.co.uk/sea-creature-templates

Science

Rising Sea Levels National Geographic, Climate and Weather: http://video.nationalgeographic.com.au/video/science/earth-sci/climate-weather-sci

EPA, The Greenhouse Effect: http://www.epa.gov/climatechange/kids/basics/today/greenhouse-effect.html

Climate change/global warming information sites for children: http://climatekids.nasa.gov/climate-change-meaning/

http://www.kidzworld.com/article/17859-the-kids-guide-to-global-warming

http://www.clean-air-kids.org.uk/globalwarming.html

A melting ice experiment: http://coolaustralia.org/activity/a-melting-ice-experiment/

Sea Turtles and their Life Cycles Basics About Sea Turtles: http://www.tourdeturtles.org/presentations.php

Loggerhead Sea Turtles: http://kids.nationalgeographic.com/kids/animals/creaturefeature/loggerhead/

Leatherback Sea Turtles: http://kids.nationalgeographic.com/kids/animals/creaturefeature/leatherback-sea-turtle/

GBRMPA, Marine Turtles: http://www.gbrmpa.gov.au/about-the-reef/animals/marine-turtles

Sea Turtle Life Cycle: http://seaturtlefoundation.org/sea-turtle-life-cycle/

Orientation and Navigation of Sea Turtles: http://www.unc.edu/depts/oceanweb/turtles/

Effects of Climate Change on Sea Turtles Myrtle’s Battle against Climate Change, by Mariana Fuentes: https://www.coralcoe.org.au/wp-content/uploads/2012/10/fuentes_educational-book_myrtle.pdf

Sea Turtles – Feeling the Heat with Jeff Corwin: http://youtu.be/yueq-ew5SXw

Turtles and Climate Change: https://www.youtube.com/view_play_list?p=CCF59EFDDB072210

Information about Sea Turtles: Threats from Climate Change: http://www.conserveturtles.org/seaturtleinformation.php?page=climate_change

Turtles for Tomorrow: http://seaturtlefoundation.org/climate-change/

Global Warming and Sea Turtles: http://www.seeturtles.org/1380/global-warming-sea-turtles.html

Climate Change Will Test Turtles’ Mettle: http://news.nationalgeographic.com/news/2014/03/140317-turtles-green-turtles-scattered-islands-europa-mayotte-

glorieuses-longlining-bycatch-world/

Safety

General

Revise behaviour agreements as required.

Keep the classroom tidy to prevent trips.

Internet Safety

Review the class rules on Internet safety.

Teachers review all websites and videos before providing links to students.

Trip to the Beach

Ensure students wear sun-protective hats, clothing, sunglasses and sunscreen.

Ensure students wear closed-in shoes while at the beach. Comfortable shoes such as running/sports shoes are fine.

Before going to the beach ensure students are aware of risks such as bluebottles. Bring a first aid kit to the beach to treat insect bites, stings, etc. Find out if any

student has allergies to be aware of.

Students are to walk and not run while on the beach.

Ensure students wash their hands on return from the beach.

Rising Sea Levels Experiment

Students take turns taking measurements so they do not crowd around the experiments.

To prevent experiments being tipped over, students only handle the equipment under teacher supervision.

Painting

Water-based paints are used for easy clean-up.

Only use what you need – do not waste resources.

Find out if any student has an allergy or sensitivity to paints.

Set up easels and paints so there is minimal need to move about the room.

Do not leave open paints unattended – ensure all equipment is cleaned up and packed away at the end of the lesson.

Making Sea Creature Puppets

Ensure students are aware of risks when using scissors. Some students may need help cutting.

Ensure students share resources and keep them tidy. Care should be taken when using materials that could stain such as glue, crayons, markers, etc.

Role Play

Set up boundaries for each group during role playing.

Establish a clear signal for children to stop the action.

Sequence of Learning Experiences (see Appendix 1 for Unit Planner) Notes: 1. Diversity of students is catered for by providing activities that suit various learning styles. The types of learners each learning experience provides for are noted

in the third column. 2. For inclusion, ensure pairs and groups of students are diverse with a mix of abilities, learning styles, gender, personality, cultural background, language, etc. 3. 8ways is a pedagogy framework designed to help teachers include Aboriginal perspectives into their lessons by applying Aboriginal learning techniques. The

techniques used within each learning experience are noted in the third column. See Appendix 2 for a description of the 8ways learning techniques.

Outcomes & Indicators (see Appendix 3 for full outcomes)

Learning Experiences Teacher’s Notes /

Assessment

Visual Arts VAS2.1: Thinks about how the beach (sounds, textures, sights) affects their selection of materials, ideas for and methods of creating a sculpture. VAS2.2: Experiments with construction techniques and spatial arrangements suited to the interpretation of selected subject matter of the sculpture. VAS2.3: Discusses why people make sculptures, why they use certain materials, and how some sculptures are made.

Create a Natural Art Sculpture Revise what a sculpture is. Go through What is Sculpture? on the IWB. Discuss subject matter and how this relates to making a sculpture. Use Think-Pair-Share to discuss: what a sculpture is, what its purpose might be, why someone might want to build a sculpture, why certain materials would be used, and how you could make a sculpture. Introduce the idea of making sculptures from items found in nature. Show students examples of natural art sculptures by Andy Goldsworthy. Point out that he takes photos of his creations after making them so the materials stay in nature. Show examples of natural art made by children and ask students what they think the subject matter is. (See Appendix 4 for examples.) The class goes on a field trip to the local beach. Ask students to spend some time walking along the beach, hearing the sounds, feeling the textures, understanding how the beach makes them feel, and using this as inspiration for their sculpture. Students collect natural items, e.g. shells, pebbles, etc. with the subject of their sculpture in mind. They select a place and create their sculpture. Allow time for students to take photos of their sculptures. Demonstrate collecting items and arranging them for students who find it difficult to get started. Model the thought process of materials collection and using the environment as inspiration for the subject matter of a sculpture.

See Safety section. While at the beach take some seascape photos for use in the seascape painting lesson. Assessment - Interview students while they

build their sculptures using the form in Appendix 5 (alternatively video responses). Use responses to assess VAS2.1.

- Photos/video of children constructing their sculptures, and completed sculpture, to assess understanding of what natural art sculpture is and VAS2.2.

- Think-Pair-Share responses to assess VAS2.3.

Kinaesthetic, visual, naturalistic,

Some students may not know how to use a camera so may need teacher or peer instruction. Ensure clear photos of all sculptures have been taken.

Extension Students experiment with taking photos of their sculpture from different angles, and use light and shade to change the look of their sculpture. If not possible to visit a beach, take students on a virtual tour of a beach, and then ask them to create natural art sculptures from natural/fallen items found around the school.

intrapersonal learners. 8ways: Land links, symbols & images, non-verbal, deconstruct/reconstruct.

English EN2-1A: Listen for key points in order to carry out tasks. EN2-2A: Plan, draft and publish an informative text targetting students and parents as the audience. EN2-3A: Use a range of software programs to construct, edit and publish written and spoken text.

Visual Arts VAS2.3: Compares their views about natural art sculptures with others. VAS2.4: Identifies resemblances between subject matter in artworks and the features of real things.

Reflecting on Creating a Natural Art Sculpture In pairs, students talk about natural art sculptures and the process of making one. They take turns showing each other the photos of their sculpture, and discuss: - Subject matter chosen and the reason for this - Resemblance of their sculpture to their chosen subject matter - Reason for choosing their materials - Opinion of their sculpture – like, dislike, how to improve it - Opinion of making natural art sculptures – Was it enjoyable? Are they a good idea?

Will you be making one again? Using their paired discussion as a base, students write a plan for a reflection on the process of creating a natural art sculpture, including how their view compares with their partner’s. They then write their reflection on the class blog site. They take care to use language suitable for a blog targeting their peers and parents as the audience. Students upload their favourite photo(s) to their blog entry. Students are encouraged to read and respond to others’ entries (ICT link). Option for auditory learners: Instead of writing a blog, students have the option of recording their opinion piece (after writing a plan). Students use either yodio or voicethread to present their recording with photos of their sculpture, and their partner’s sculpture if suitable. The videos produced are embedded as an entry on the class blog site (ICT link).

Pair students who struggle with technology with a competent student to help them with their blog. Assessment - Written plan and blog entry

used to assess listed indicators.

Literary, auditory, verbal, intrapersonal learners. 8ways: Story sharing.

Science ST2-4WS: Predicts what might

Earth’s Rising Temperatures and Sea Levels Using a mind map on the IWB to show current to new knowledge, hold a class

See Safety and Resources sections.

happen during an experiment based on prior knowledge. Compare results with predictions, suggesting possible reasons for findings. Represent and communicate ideas and findings. ST2-8ES: Describe some of the consequences of global warming. ST2-12MW: Identifies that rising atmospheric temperatures will cause some of the Earth’s surface ice to melt.

discussion about temperature changes on the Earth’s surface. Use videos to guide learning: - National Geographic’s video on climate and weather - EPA’s video on the greenhouse effect In groups of 3-4, ask students to research the consequences of climate change and global warming using various children’s information websites (ICT link). Facilitate a discussion around students’ findings, adding to the mind map. Ask students to open Google Earth and find where areas of ice are. Ask if students know the difference between sea ice (ice in water such as icebergs) and land ice (any form of ice that lasts longer than a year on land). Explain and discuss the difference. In their groups, ask students to write their predictions of what would happen if rising global temperatures melted the Earth’s land ice. What would happen to sea levels (rise), and where would the extra water go (onto surrounding land)? They also write if they think the result would be the same if sea ice melts, and explain why or why not. The class conducts two experiments to see what happens when land ice melts, and when sea ice melts. Use the experiment found on Cool Australia’s website, A Melting Ice Experiment, conducting the two experiments side by side. Students take measurements of rising water levels and display these in tables, graphs, and/or illustrations. Students return to their groups and create an infographic (e.g. piktochart or visual.ly) to present their findings (ICT link).

Ensure groups are diverse in regards to ICT, scientific and creative skills. Assessment - Teacher observation of

students working to assess team work, Internet and research skills.

- Student responses during introduction to assess ST2-8ES.

- Written predictions and final reports to assess ST2-4WS indicators.

- Predictions and responses to assess ST2-12MW.

Visual, auditory, kinaesthetic, logical, interpersonal learners. 8ways: Learning maps, deconstruct/reconstruct.

Visual Arts VAS2.1: Talks and thinks about their intentions for art making and recognises how these affect their selection of subject matter, colours, and techniques. Focuses on details of subject matter. VAS2.2: Experiments with

Paint a Seascape This lesson aims to build an understanding of how seascapes can be painted, and awareness that they have been painted by different artists in various styles. Ask students what they think a seascape is. Ensure all students have a clear understanding of this. Bring up one of the seascape photos taken during the sculpture lesson on the IWB. Ask students if they know what the foreground, middle ground, horizon line, and background are. Explain and discuss each of these. Bring up images of seascape paintings (see Appendix 6). Discuss their elements (ask students where the foreground, background, etc. are), and the style they are painted in.

See Safety and Resources sections. Assessment - Ask students about their

paintings as you walk around the room. Use questioning to assess students’ inspiration and ideas regarding colour selection, style, techniques,

techniques in painting to create particular effects to suggest close-ups, middle distance and long distance views, mood and atmosphere, light and dark, suited to how the subject matter may be interpreted. VAS2.4: Understands that seascapes are used as subject matter and appreciates that they can be interpreted in different ways.

Model mounting the paper onto the easel, and holding the paint brush. Explain that different sized brushes can be used for colouring large spaces or painting in details. Model the start of a seascape by drawing a horizon line – explain this can be anywhere on the page and not necessarily across the centre. Outline some waves, mountains, clouds, etc., then start filling in with colour. Ask students to start their paintings. Walk among students to answer questions and assist as required. Occasionally return to the teacher’s seascape to continue with the painting – use this as an opportunity to visually answer questions and provide further modelling. Students with under-developed fine motor skills may find it easier to paint on a flat surface. Students with special needs may prefer to use finger painting or crayons. As students complete their paintings, ask them to complete a self-assessment using the form in Appendix 7.

Extension Students choose another student’s painting and compares it with theirs – they make a list of similarities and differences between the two.

subject matter, etc. - Photos of finished paintings

for e-portfolios and further assessment.

- Self-assessment forms to assess VAS2.4.

Visual, kinaesthetic, naturalistic, intrapersonal learners. 8ways: Non-verbal, deconstruct/reconstruct. If possible, invite a local Aboriginal/TSI artist to show samples of their seascapes and discuss his/her work – story sharing, community links, land links.

English EN2-2A: Plan, draft and publish an imaginative story for people to read for enjoyment. Reread and edit texts. EN2-10C: Create literary texts that explore students' imagining.

Write a Story Inspired by Pictures View David Wiesner’s wordless picture book Flotsam (Wiesner, 2006) during shared/modelled reading. This is the story of a boy who finds an underwater camera, full of photos, washed up on the beach. Students go through the book again in pairs. Students turn to a page they particularly like, and think

about what the author is trying to say in that picture. Ask students to turn to their partner and tell them why they chose their picture, what they see, how it makes them feel, and what they think it is about. Students now plan, draft, edit then publish in an MS Word document (ICT link) a short story inspired by their chosen picture. The style of writing is aimed at reading for enjoyment. If possible, scan students’ chosen page from Flotsam to include with their story.

See Resources section. Great activity for English language learners. Assessment - Plan and final story used to

assess listed indicators. Literary, visual, intrapersonal learners. 8ways: Symbols & images

Science ST2-4WS: Investigates questions and communicates findings. Presents information clearly. ST2-10LW: Understands and describes the life cycle of sea turtles.

Life Cycle of Sea Turtles Use a KWL chart to engage students and find out their prior knowledge of sea turtles and life cycles. Working in groups of 3-4, students research the following using the web links provided (ICT link): - What are sea turtles? - What types of sea turtles are there? - Where are sea turtles found? - Describe the life cycle of a sea turtle. Students use Glogster to present their group’s findings including images, video and text (ICT link). These are then shared among students and uploaded into e-portfolios.

Assessment - Written answers to questions

and Glogster to assess ability to research facts and communicate findings, and understanding gained about the life cycle of sea turtles.

Visual, kinaesthetic, interpersonal learners. 8ways: Community links depending on area (near sea turtle colonies), deconstruct/ reconstruct.

Visual Arts VAS2.1: Talks about and thinks about their intentions for making their puppet, and recognises how these affect the design of their sea creature. VAS2.2: Emphasises or exaggerates certain qualities of their sea creature by focusing on details, using distortion and elongation, changing viewpoint or enlarging or reducing the scale.

Make Stick Puppets of Sea Creatures To stimulate students’ interest in and curiosity of sea creatures, bring a collection of books with pictures and descriptions of sea creatures into the class for students to read (literacy link). Tell students they will be creating a puppet of a sea creature to use during role playing. Ask students to think about the creature they want to create, and describe it to a friend.

Example from: http://lizplummer.com/blog/useful-information/kids-crafts

Review puppets and puppetry. Play the video Bay Mob Puppets which describes how an Aboriginal community learnt to use puppets to communicate important messages that were too difficult to discuss face to face (Indigenous link). Play other videos to show puppetry as entertainment. Discuss with the class the different reasons people might use puppets and puppet shows. Also discuss aspects of

See Safety and Resources sections. Assessment - Use one-to-one interviews to

assess VAS2.1 (see Appendix 8).

- Students’ drawings/puppets to assess VAS2.2.

Kinaesthetic, visual, auditory, intrapersonal learners. 8ways: Story sharing, symbols & images.

puppet design including using exaggeration, size variations, emphasising details, distortion, etc. to create the creature in their mind. Cut pieces of cardboard into equally sized squares (large enough to allow for a creative drawing). Ask students to draw their sea creature on the card, remembering that they will be cutting the shape out. Their creature can be based on real life or imagination. Students decorate their sea creature with provided resources, and then tape it securely onto a tongue depressor. For students with a disability, poorly developed fine motor skills, or anxiety about their ability to draw a sea creature, provide a selection of printed creatures for them to colour and decorate.

Extension Students draw and colour a picture of where their sea creature lives. This will help them develop their character in their mind in preparation for their role play.

English EN2-1A: Use appropriate language when working in groups. Work cooperatively with others using turn-taking patterns, active listening, speaking clearly, and encouraging involvement of all members. Accept and perform in designated role.

Working Together, Creating Together This learning experience is aimed at students with little experience working in groups to create a piece of drama. It aims to prepare students for their Sea Creatures role play, and resolve issues that might arise during the learning experience. Use students’ past experiences with group work to establish their understanding of working cooperatively. Revise the use of roles within group work and why they are used. In small groups with each member acting in a designated role (time-keeper, scribe, etc.), ask students to create: - one rule or behaviour that would help them meet each of the following - an example of behaviour that would prevent them meeting each of the following

o Fair turn-taking o Active listening o Clear communication o Involvement of all members

One lesson should be held before, and another after, the first Sea Creatures role play session. Ongoing assessment is important to address relevant issues as they arise. Assessment - Teacher observation of group

work and discussions to assess listed indicators.

- Use observation during the drama lessons to assess ability to follow rules and work cooperatively.

Auditory, interpersonal learners.

Students share their rules/behaviours with the class. Consolidate and negotiate to create a set of class rules for successful, cooperative group work. These rules will be applied during the Sea Creatures drama sessions. Use observations and feedback from the first Sea Creatures role play session to discuss adherence to the rules, positive behaviours, and behaviours that should be changed. Use teacher-in-role to model and practise ideal group work behaviours.

8ways: Story sharing – some students may benefit from talking about their own experiences of positive and/or negative behaviour observed during group work.

Science ST2-4WS: Analyses information and communicates findings scientifically. ST2-11LW: Describes the effects rising temperatures will have on sea turtles and their life cycles.

How Changes to the Earth’s Surface will Affect Sea Turtles Students either have prior knowledge of how to write scientific reports, or an additional lesson is required to cover this. In small groups of 3-4, students read the online book Myrtle’s Battle Against Climate Change, and watch the video Sea Turtles - Feeling the Heat. Provide students with a list of web resources to research the effects climate change can have on sea turtles (ICT link). If they feel confident, allow students to find their own sources of information. Ask students to answer the following questions:

o What changes to the Earth’s surface will most strongly affect sea turtles? o What part/parts of the sea turtle’s life cycle is affected by these changes? o What can we do to help sea turtles deal with changes in their environment?

The suggested websites cater for advanced through to basic level readers, and include videos for visual and auditory learners. Provide each student with a question and answer form to fill out while they research together. This form is then used to help students write individual scientific reports on their findings.

Assessment - Use students’ reports to

assess indicators. Visual, literary, auditory, logical learners. 8ways: Deconstruct/reconstruct, non-linear.

Drama DRAS2.1: Sustains and builds belief in their roles. Makes decisions about role interactions and the dramatic context at various stages of preparing for the drama.

Puppetry: My Life as a Sea Creature Prior knowledge: Students are aware of the elements of drama. Students warm up with Crazy Eights (CSU, 2013) (see Appendix 9).

Introduction Students form small groups of 3-4. They introduce each other to their puppets and start developing their characters by talking about them. Groups decide on a scene for their puppet play such as a sea cave, along the ocean floor, playing among the waves, or a

See Safety and Resources sections. Video each group’s performance for assessment and inclusion in their e-portfolio. Assessment

DRAS2.2: Devises the action through movement and voice by developing their character, and exploring the consequences of the story’s ending. Interprets imagined situations to make drama by deciding about drama elements. DRAS2.3: Demonstrates confidence in gesture, movement and voice skills. Uses puppets and movement sequences to help define role, place and situation to add to the meaning of the drama.

completely made-up place. Students name their characters and the place they live. Students decide how to introduce tension into their show. With teacher assistance if required, they specify a surprise, conflict, event, etc. that needs to be resolved.

Main Activity Students use their puppets to get into character, and start improvising a storyline to deal with their chosen situation. They work through different scenarios and try out different solutions using the elements of drama to make the show interesting. Students finalise a storyboard by the end of the activity. Each group performs their puppet show for the class while audience members watch and take notes for their reviews (see next section of unit). Students cool down with Chinese Mime (Drama Start, 2010) (see Appendix 9).

Extension - Students find a piece of music to enhance their performance (music link), matching

the contrast in the music with contrast in the storyline (auditory/musical learners). - Students explore and experiment with movement to better convey their puppet’s

character and mood. These activities can also be used with all students in an additional lesson. Once refined with music and movement, performances can then be presented to other classes.

- Use Rubric (Appendix 10) during observation of activities (using videos as required) to assess listed indicators.

Kinaesthetic, auditory, visual, interpersonal learners. 8ways: Story sharing, non-linear.

English EN2-1A: Interprets ideas and information in a spoken performance. EN2-2A: Plan, compose and review persuasive texts. EN2-3A: Add a post to a blog site. EN2-7B: Make constructive statements in response to reviews of their group’s performance.

Review a Puppetry Performance When in the audience, students pick one performance to review. When this performance is on, reviewers take notes using the following guiding questions: - Briefly, what was the show about? - What were the key messages in the show? - How did the performers engage the audience? Did the performers use specific

language to do this? - Do you think the performers got their message across to the audience? How did

they do this? - What 3 adjectives would you use to describe the overall performance? Students write their reviews on the class’s blog site (ICT link). Ask students to respond

Assessment - Guiding questions for reviews

and responses to reviews are designed to cover assessment of listed indicators.

Auditory, visual, literary learners. 8ways: Deconstruct/reconstruct.

Drama DRAS2.4: Engages in drama as a respectful and appreciative audience for live performances. Forms and exchanges opinions with others about drama experiences and performances.

to their peers’ reviews with the following: - Was our performance interpreted correctly? - Do I agree or disagree with the reviewer’s overall assessment? Why or why not? - What do I think of my own performance? Did I enjoy performing?

Appendix 1: Unit Planner

Week Creative Arts English Science

1 Create a natural art sculpture Reflecting on Creating a Natural Art Sculpture

Earth’s rising temperatures and sea levels

2

Paint a seascape Write a story inspired by pictures

3

Life cycle of sea turtles

4

Make stick puppets of sea creatures

5

Working together, creating together How changes to the Earth’s surface affect sea turtles

6

Puppetry: My Life as a Sea Creature

7 Review a puppetry performance

8 Create a showcase gallery around the classroom displaying paintings, sculpture photos, puppets, and screens displaying blogs, Glogsters and Infographics. Students write artist statements to be displayed with their paintings, sculptures and puppets (literacy link). Invite other classes to view the Sea and Its Creatures gallery. Hold question and answer sessions on all three subjects.

Appendix 2: 8ways Framework

(8 Ways of Learning, 2012)

Appendix 3: Outcomes for this Unit

Visual Arts

Making

VAS2.1 Represents the qualities of experiences and things that are interesting or beautiful by choosing among aspects of subject matter. VAS2.2 Uses the forms to suggest the qualities of subject matter.

Appreciating

VAS2.3 Acknowledges that artists make artworks for different reasons and that various interpretations are possible. VAS2.4 Identifies connections between subject matter in artworks and what they refer to, and appreciates the use of particular techniques.

Drama

Making

DRAS2.1 Takes on and sustains roles in a variety of drama forms to express meaning in a wide range of imagined situations. DRAS2.2 Builds the action of the drama by using the elements of drama, movement and voice skills.

Performing

DRAS2.3 Sequences the action of the drama to create meaning for an audience.

Appreciating

DRAS2.4 Responds to, and interprets, drama experiences and performances.

English

EN2-1A Communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts. EN2-2A Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language. EN2-3A Uses effective handwriting and publishes texts using digital technologies. EN2-7B Identifies and uses language forms and features in their own writing appropriate to a range of purposes, audiences and contexts. EN2-10C Thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts.

Science

ST2-4WS Investigates their questions and predictions by analysing collected data, suggesting explanations for their findings, and communicating and reflecting on the processes undertaken.

ST2-8ES Describes some observable changes over time on the Earth’s surface that result from natural processes and human activity. ST2-10LW Describes that living things have life cycles, can be distinguished from non-living things and grouped, based on their observable features. ST2-11LW Describes ways that science knowledge helps people understand the effect of their actions on the environment and on the survival of living

things. ST2-12MW Identifies that adding or removing heat causes a change of state between solids and liquids.

Appendix 4: Examples of Natural Art Sculptures

Andy Goldsworthy

Iris Leaves with Rowan Berries Oak Leaves and Holes Goosefeathers Boulder Wrapped in Poppy Petals (Morning Earth, n.d.)

Natural Art Sculptures Made by Children

Sun and Leaves Rock Snake Water, Leaves, Grass, and Flower Floating

(The Chocolate Muffin Tree, 2011)

Appendix 5: Natural Art Sculpture Process Interviews Name What made me choose my materials? What made me choose my subject matter? How does being at the beach inspire me?

Appendix 6: Examples of Seascapes by Various Artists in Different Styles

Artist: Brett Whiteley (1939 - 1992) (Australian) Title: Thebes Revenge Painted: 1974 - 1982 Medium: Oil and collage on board Notes: Whiteley wrote he was inspired by Vincent Van Gogh (Modern art) and Katsushika Hokusai (Japanese woodblock artist – see below). The stars and moon were added some time after the painting was originally completed (Christie’s., n.d.).

Christie’s, n.d.

Artist: Genevieve Montgomerie (1974–) (Australian) Title: Awash, Bunker Bay Painted: 2013 Medium: Acrylic on canvas Notes: Realism is a style of art that shows things as they are in real life. It began in France in the 1850s (Realism, n.d.).

Montgomerie, 2013

Artist: Emanuel Phillips Fox (1865–1915) (Australian) Title: Sea at Narrabeen Painted: 1913-1914 Medium: Oil on canvas Notes: Impressionism is a style of painting that began in France around 1870, that uses spots of colour to show the effects of different kinds of light, and that attempts to capture the feeling of a scene rather than specific details (Impressionism, n.d.). This Australian impressionist artist loved painting the sea and water, noting the love of colour and light. He is quoted as saying that nature was his inspiration (Thomas, 2013).

Thomas, 2013.

Artist: Katsushika Hokusai (1760-1849) (Japanese) Title: Under the Wave off Kanagawa (The Great Wave) Painted: 1830-1832 Medium: Polychrome woodblock print; ink and colour on paper Notes: The graceful snow-clad Mt Fuji stands out unperturbed against the deep blue of the horizon. Yet it is reduced to a tiny hillock compared with the towering strength of the wave which threatens to engulf the struggling boats. Such clever, playful manipulation of the composition is a feature of many of Hokusai's works (The British Museum, n.d.).

Public Domain: http://en.wikipedia.org/wiki/File:Great_Wave_off_Kanagawa2.jpg

Artist: Ernie Gerzabek (dob unknown) (migrated to Australia from Hungary in 1958) Title: Still Waters Painted: After 1970 Medium: Acrylic on canvas Notes: An abstract seascape painting. In abstract art, the artist uses a visual language of shapes, forms, lines and colours to interpret a subject-matter, without necessarily providing the viewer with a recognisable visual reference point (Abstract Art Framed, n.d.). The artist describes his paintings as not only encapsulating the essential elements, colours and features of a particular place, but they also recreate the ambience and the ‘feel’ of being there. (Gerzabek Artist Gallery, n.d.)

Gerzabek Artist Gallery, n.d.

Artist: Georges Seurat (1859-1891) (French) Title: Seascape at Port-En-Bessin Normandy Painted: 1888 Medium: Oil on canvas Notes: Founder of dot painting (then known as Pointillism).

Fine Art America, 2013.

Artist: Jane Crawford (contemporary, Australian) Title: The Great Reef Painted: 2014 Medium: Oil on canvas Notes: Jane Crawford learnt how to paint from her Aboriginal mother, Pam, in the NT. In this painting she combines Aboriginal dot art with a contemporary abstract style.

ArtFido, 2014

Appendix 7: Seascape Painting Self-Assessment Form

My name:

Did you name your painting? If yes, what is it?

Did you try to paint in a style similar to any of the examples shown at the start of the lesson, or did you paint in your own style?

Thebes Revenge

Beverly Massachusetts

Still Waters

The Great Reef

Sea at Narrabeen

The Great Wave

Seascape at Port-En-Bessin

My own style

Why did you choose to represent your seascape the way you did?

Does your painting look like a seascape? Why or why not?

Painting a seascape was (circle one)

Easy Challenging Really Hard

Painting a seascape made me feel (pick as many as you wish)

Happy

Frustrated

Energetic

Calm

Relaxed

Nervous

Another feeling which is ________________________________________________

Do you think you captured the feeling of a seascape? Why or why not?

Appendix 8: Puppetry One-to-One Interviews Name Why are we making these puppets? What made you choose your sea creature

design? Did you think about how you might play your character when designing your puppet?

Appendix 9: My Life as a Sea Creature Ancillary Information

Crazy Eights Students stand and shake each hand and each leg eight times. Then they shake each hand and leg seven

times. Keep this going down to one time. Ask students to count aloud as they do this.

Chinese Mime All students sit in a circle with their eyes closed. One student taps the person on their right and shows them

a short, simple mime such as eating breakfast or brushing their teeth. The second person taps the person to

their right and shows them the mime. Continue around the circle until the mime has reached the last

person who shows the final mime to the class, followed by the first person who shows the original mime.

Appendix 10: Drama Assessment Rubric

Drama

Development

1 2 3 4

Building roles Tries to imagine what their sea creature is but struggles.

Names a sea creature but does not develop a character.

Develops a sea creature character with little detail.

Imagines a sea creature and develops details of its character.

Decision making Tries to contribute in decision making but struggles.

Makes some simple decisions to help with interactions and dramatic context.

Contributes to more complex decisions at some stages of preparing for the drama.

Contributes to most decisions about role interactions and the dramatic context at various stages of preparing for the drama.

Developing the drama

Tries to use either movement or voice to develop their character, and has an attempt at contributing to the story’s ending.

Devises the action through either movement or voice of their character, or has some ideas about the consequences of the story’s ending.

Devises the action through either movement or voice of their character, and has some ideas about the consequences of the story’s ending.

Devises the action through movement and voice of their character, and exploring the consequences of the story’s ending.

Shows a little enthusiasm for, and some involvement in developing the drama.

Shows some enthusiasm for building and developing the drama.

Shows some enthusiasm for, and is involved in building and developing the drama.

Shows great enthusiasm for, and is involved in building and developing the drama.

Drama elements Struggles to understand the elements of drama.

Has some understanding of the elements of drama. Makes some decisions about drama elements.

Shows understanding of the elements of drama. Interprets imagined situations to make drama by deciding about some drama elements.

Shows clear understanding of the elements of drama. Interprets imagined situations to make drama by deciding about all drama elements.

Performance

Role development Tries but finds it difficult to sustain belief in their role.

Sustains belief in their role at times during the performance.

Sustains belief in their role throughout the performance.

Sustains and builds belief in their role.

Confidence Needs to build confidence in gesture, movement and voice skills.

Is starting to develop confidence in gestures, movement and voice skills.

Is progressing well with confidence in gesture, movement and voice skills.

Demonstrates confidence in gesture, movement and voice skills.

Use of puppets/movement

Uses puppet and movement to add a little meaning to the drama.

Uses puppet or movement sequences to help define role, place or situation that adds some meaning to the drama.

Uses puppet and movement sequences to help define role, place or situation to add to the meaning of the drama.

Uses puppet and movement sequences to help define role, place and situation to add to the meaning of the drama.

References

8 Ways of Learning. (2012). 8 Aboriginal Ways of Learning Factsheet. Retrieved from

http://intranet.ecu.edu.au/__data/assets/pdf_file/0016/510073/8-Aboriginal-ways-of-learning-

factsheet.pdf

Abstract Art Framed. (n.d.). What is Abstract Art? Retrieved from http://www.abstract-art-

framed.com/what-is-abstract-art.html

ArtFido. (2014). The Great Reef. Retrieved from

http://www.artfido.com/listing/2736570440/20_inch_framed_print_aboriginal_great_reef_painting_

Charles Sturt University. (2013). Topic 3: Drama [EMA415 201430 Study Guide]. Retrieved from

http://interact.csu.edu.au/portal/site/EMA415_201430_B_D/page/5db3808e-4fe7-48f0-00e5-

8cde1ba08f49

Christie’s. (n.d.). Brett Whiteley (1939-1992): Thebes Revenge. Retrieved from

http://www.christies.com/lotfinder/lot/brett-whiteley-thebes-revenge-3840400-

details.aspx?intObjectID=3840400

Drama Start. (2010). Drama Games [Weblog]. Retrieved from http://drama-in-

ecce.com/2010/11/01/drama-games-2/

Fine Art America. (2013). Seascape At Port En Bessin Normandy. Retrieved from

http://fineartamerica.com/featured/seascape-at-port-en-bessin-normandy-georges-seurat.html

Gerzabek Artist Gallery. (n.d.). Still Waters. Retrieved from http://www.ernie-

gerzabek.com/457_water_scene_minimalist_semi_abstract.htm

Impressionism. (n.d.). Merriam-Webster Dictionary. Retrieved from http://www.merriam-

webster.com/dictionary/impressionism

Montgomerie, G. (2013). Seascape/Lifestyle Works. Retrieved from

http://www.gmontgomerie.com/gallery.htm

Morning Earth. (n.d.). Andy Goldsworthy. Retrieved from http://www.morning-

earth.org/ARTISTNATURALISTS/AN_Goldsworthy.html

Realism. (n.d.). Merriam-Webster Dictionary. Retrieved from http://www.merriam-

webster.com/dictionary/realism

The British Museum. (n.d.). Hokusai's The Great Wave. Retrieved from

https://www.britishmuseum.org/explore/highlights/highlight_objects/asia/k/hokusai,_the_great_wave.asp

x

The Chocolate Muffin Tree. (2011). Our Land Art. Retrieved from

http://www.thechocolatemuffintree.com/2011/08/our-land-art.html

Thomas, D. (2013). 80 Emanuel Phillips Fox (1865 – 1915). Retrieved from

http://www.deutscherandhackett.com/node/30500080

Wiesner, D. (2006). Flotsam. New York: Clarion Books.