Microorganism

Name- Shirley Boudreaux

TITLE OF LESSON- Microorganism

GRADE LEVEL - 4th

NATIONAL VISUAL ARTS STANDARDS-

(MA: Cr1.1.4)Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Enduring Understanding: Media arts ideas, works, and processes are shaped by the imagination, creative processes, and by experiences, both within and outside of the arts. Essential Question(s): How do media artists generate ideas? How can ideas for media arts productions be formed and developed to be effective and original? 

Conceive: Conceive of original artistic goals for media artworks using a variety of creative methods, such as brainstorming and modeling.

(MA: Cr3.1.4)Anchor Standard 3: Refine and complete artistic work.
Enduring Understanding: The forming, integration, and refinement of aesthetic components, principles, and processes creates purpose, meaning, and artistic quality in media artworks. 
 Essential Question(s): What is required to produce a media artwork that conveys purpose, meaning, and artistic quality? How do media artist’s improve/refine their work?

Construct: a. Structure and arrange various content and components to convey purpose and meaning in different media arts productions, applying sets of associated principles, such as balance and contrast. b. Demonstrate intentional effect in refining media artworks, emphasizing elements for a purpose.

(MA: Re7.1.4) Anchor Standard 7: Perceive and analyze artistic work
Enduring Understanding: Identifying the qualities and characteristics of media artworks improves one's artistic appreciation and production. Essential Question(s): How do we 'read' media artworks and discern their relational components? How do media artworks function to convey meaning and manage audience experience?

Perceive: a. Identify, describe, and explain how messages are created by components in media artworks. b. Identify, describe, and explain how various forms, methods, and styles in media artworks manage audience experience.

(MA: Re8.1.4) Anchor Standard 8: Interpret intent and meaning in artistic work. 

Enduring Understanding: Interpretation and appreciation require consideration of the intent, form, and context of the media and artwork. Essential Question(s): How do people relate to and interpret media artworks?

Interpret: Determine and explain reactions and interpretations to a variety of media artworks, considering their purpose and context.

(MA: Cn10.1.4) Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Enduring Understanding: Media artworks synthesize meaning and form cultural experience.
Essential Question(s): How do we relate knowledge and experiences to understanding and making media artworks? How do we learn about and create meaning through producing media artwork.

Synthesize: a. Examine and use personal and external resources, such as interests, research, and cultural understanding, to create media artworks. b. Examine and show how media artworks form meanings, situations, and/or cultural experiences, such as online spaces.

(MA: Cn11.1.4) Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding

GRADE LEVEL EXPECTATIONS (GLEs)-

Big Idea 2: PS 2 Interacting With Others in Ways That Respect Individual and Group Differences C. Personal Responsibility in Relationships Identify and practice the skills used to compromise in a variety of situations. DOK: Level 3

Big Idea 4: AD 4 Applying Skills Needed for Educational Achievement A. Improvement of Academic. Self-concept Leading to Life-long Learning Apply study skills and test- taking strategies to improve academic achievement. DOK: Level 3

B. Self-management for Life- long Learning Apply time-management and organizational techniques necessary for assignments and/or task completion. DOK Level 3

RATIONALE and GOALS FOR THIS LESSON-

Having an understanding of physical and behavioral adaptations that help plants and animals survive in a given environment. Being able to see what microorganism look like and identify them in a drawing. This classification is important to helping scientists clearly identify any species. To study, observe, and microorganism concentrated conservation. It also assists as a way of remembering and differentiating the types of microorganism, classifying the relationship between different microorganisms, and providing precise names for them. Gives students a strong background in indentifying what a microorganism is.

ENDURING BIG IDEA:

Without basic microorganism there would be no life, without life, man does not exist. This is an investigation into living microorganism, so that each student has an understanding of what and microorganism looks like. Through the use of visual images, language arts, movement and science. Students will discover what a microorganism might look like through their own artwork.

Students will sketch the landscape of their ecosystem microorganism.  Students will find a component of their ecosystem and study it closely; by sketching it in detail, then writing about it.

ESSENTIAL QUESTIONS –

What is a microorganism?

Where dose your microorganism come from and in what ecosystem?

KNOWLEDGE BASE AND KEY CONCEPTS-

Term - "organism" (from Greek ὀργανισμός, organisms, from ὄργανον, organon, i.e. "Any living structure, such as a plant, animal, fungus or bacterium, capable of growth and reproduction".

Understand what a microorganism looks like in its true size.

Understand how artists create artwork within the fiber world.

OBJECTIVES-

1. The student will create a true size microorganism from a fiber media.

2. VOCABULARY- ecosystems, organism, sketch, landscape, survive, population, community, plant, animal, producer, consumer, herbivore, carnivore, prey, bacteria, plant, insect, extinct, unicellular organism, muiticellular organism, microscopic, microorganisms, cells, tissues, organs, plastids, algae, fungi, animals, life span, evolution, reproduction, horizontal gene and transfer.

3. Understand how artist create artwork within the fiber world.

LESSON VIGNETTE 

1.  Introducing the students to the lesson of living microorganism through a Powtoon presentation that sends them on a mission, just like “Mission Impossible”, your mission is to create a living microorganism and introduce them to the artist, and what the final project could look like. (5 Minutes)

2. Concluding with a VTS lesson of Katy Stone’s artwork. (15 Minutes)

3. Artist work (Shirley Boudreaux, Katy Stone, and L (5 – 10 Minutes)

3.  Make an art journal out of copy paper and floss. (30 Minutes)

4.  They will sit down and draw out what they investigated in their science class about organisms.  Then add vocabulary words and definitions. (20 Minutes)

5. Final – They will go back to the group mat.  Then, they will, by a show of hands, tell what was their favorite part of the lesson or what they enjoyed about it. (15 Minutes)

6. Clean Up (10 Minutes)

ASSESSMENTS/RUBRICS:

The students will go back to the group mat.  Then, they will, by a show of hands, tell what was their favorite part of the lesson or what they enjoyed about it. They will tell their partner, one at a time, about their own microorganism art journal. After each student has taken their turn.

After they have shared their art journal, they will write about it in their art journal about what they experienced in this lesson. This is using formative assessment by looking at each other’s work and summative assessment by writing about the project.

STUDENT ENGAGEMENT AND ADAPTATIONS FOR SPECIAL NEEDS -

Students with special needs might need help with drawing out their microorganism. A larger pencil can be used to help with holding it. They may need help with identifying what a microorganism looks like and the wording. They can use a computer for the written assignments. They may have extra time to finish their drawing and for the investigation of their project. A teacher or aide can help with pouring the paint.

MATERIALS, TEACHING RESOURCES/REFERENCES-

Teaching resources:

The fiber artists are Shirley Boudreaux, Leisa Rich, and Katy Stone.   These three artists show the students three different viewpoints of what a microorganism looks like.  These artists work in the fiber world.

List of materials for this project:

Powtoon, power point, pencils, copy paper and color pencils.

TEACHER REFLECTION:

If the students are able to reflect on this project in a positive manner, then I would consider that to be a success.  Each student shows that he/she has pulled information from the arts and sciences to where they have an understanding of what a microorganism is.  They also  understand the relationship between being inside and/or outside the class by utilizing  their critical thinking skills on their field trip and in their homeroom science class.

List of indicators

They can write, talk and draw about what they learned through their art making process. The use of a pencil to draw a microorganism is evidence of hand to eye coordination. Working with paint colors that related to living microorganism and having an understanding of what fabric can be used for.