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Canstructions project

Canstructions project. 5 week project Materials: cans (lots of em ), access to a computer, graphic organizers, display area

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Canstructions project

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  1. Canstructions project • 5 week project • Materials: cans (lots of em), access to a computer, graphic organizers, display area • The first 4 slides of this presentation ground the teacher in what and why they are doing this project. The remaining slides are for showing to the students and to be shared with the students.

  2. Curricular Objectives- For the Teacher- Sculpture • Demonstrate skills that utilize the characteristics and expressive features of art and design to communicate meaning (DOK 1-3) • Compare and contrast the technical proficiency of artists to communicate ideas, emotions, and information (DOK 2-3) • Make informed judgments about the relative merits of works of art using observation, description, analysis, interpretation, and evaluation (DOK 3- 4) • Create works of art representing traditional subject matter that use new media (DOK 3-4) • Create works of art representing personal narratives that use new media (DOK 1-4) • Use sketches, plans, and models to create and/or design a functioning work of art (DOK 3-4)

  3. Curricular Objectives- For the Teacher- Statistics • Distinguish between correlation and causation. (CCSS: S-ID.9) • Make inferences and justify conclusions from sample surveys, experiments, and observational studies. (CCSS: S-IC) • Evaluate reports based on data. (CCSS: S-IC.6) • Understand independence and conditional probability and use them to interpret data. (CCSS: S-CP) • Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. (CCSS: SCP.5)

  4. Lesson Guide- For the Teacher • Week 1- Introduce project and fluencies. Explain rationale for project and integration of sculpture/statistics students. Provide dedicated brainstorming and research time. Emphasize fluencies as a way to demonstrate learning. • Week 2- Emphasize the need to stay on the timeline and thoroughly outline activity. Students practice critiquing data in class for veracity and defensibility. • Week 3- Open discourse about how hunger affects people and communities. Lead students to deeper research into achievement gaps and long terms affects of poverty. Have students evaluate materials for passive voice. • Week 4- Encourage students to be mindful of the sources they are using to support their claims. Play “devil’s advocate” in class group vs. group. • Week 5- Relinquish all activities to students. Have students request what they need to finish on time.

  5. Statistics /Sculpture Cross-Curricular Project The Big Picture: Helping the Hungry

  6. Focus:Media and Collaboration Fluencies • Students will work in groups of 6- three Statistics and three Sculpture students. • Using citable research, each group will prepare a brochure that presents these needs to the community with solid statistical reasoning and backing. • Each group will also design and construct a “cans” sculpture and be able to defend the design on artistic merit and social engagement.

  7. Essential Questions • Statistics • How will you convince community members to participate in the cans activity? • What data will you use? • Where will you gather the data from? • Why will you invest your time in this activity? • Sculpture • What color pallet will you use? • How will you assemble your materials? • Who is responsible for gathering the materials? • Why will you invest your time in this activity?

  8. Brainstorming • As a group, and using the essential questions, fill in a brainstorming organizer to help guide your project forward. • You may use an organizer from the next page, or you may create your own organizer. • The organizer will be an evaluated submission.

  9. Brainstorming Organizers

  10. Individual responsibilities • Students must choose a role and be responsible for the completion of their part of the project. The student is not solely responsible for the activity they are in charge of. • Gather Materials • Design Sculpture • Construct Sculpture • Compound Data • Create and Publish Brochure • Present Finished Project

  11. Individual Responsibilities Chart • For each of the six responsibilities, assign a lead group member. • Assign a due date by which the lead must finish their part of the project.

  12. Time Frame • Beginning Oct. 13th, and ending on Nov. 14th, your group will have five weeks to complete the project. • You must decide on intermediate due dates in your group to present your progress to Ms. Meyer or Ms. Nelson. • Use one of the organizers on the next slide, or one of your own design to create your timeline.

  13. Time line organizers

  14. Statistics Rubric

  15. Sculpture Rubric

  16. Resources • Canstruction home page • http://www.canstruction.org/about/ • Mead Food Bank • http://meadfoodbank.org/ • Brochure design tutorials • http://www.youtube.com/watch?v=FU14g1cOuxo • http://www.youtube.com/watch?v=GmuNS4B7iYE • Feeding America • https://secure.feedingamerica.org/site/SPageServer/?pagename=Advocacy_Take_Action

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