The Arts

            In the final lesson of the unit, the teacher will be preparing students for the final culminating assessment. The teacher will show students a model that was created by the teacher, using art supplies and techniques learned in the art curriculum to represent what water means to them. The teacher should point out an aspects of importance in demonstrating how the visual representation connects meaning to the unit of Canada’s impact on water and the environment worldwide.  The teacher will further ask students to brainstorm anything they see in relation to ties to what has been learned throughout the unit in terms of water availability and cleanliness worldwide. After this, students will be provided with art supplies to develop their own visual representation of the meaning of water. Students should use techniques covered in art class so far, and be able to explain how the techniques and styles they use demonstrate their understanding of the material.

Detailed Lesson Link: https://drive.google.com/open?id=0B3GUm_mA6NRwc2s3bGVNOWQyc0k

           

          This lesson  / assessment is directly connected to my TCLP - it is the lesson to introduce the culminating task. This lesson matters to students and the community as it develops understanding and appreciation for the access to resources that we are so fortunate to have as Canadians (in most communities). It also encourages students to reflect on their water usage/waste and determine strategies to improve the way they use water. The standards of this unit are taught in a way that integrates art, with students being required to develop an art assignment for the final task that conveys meaning and allows students to demonstrate their interpretation of material while touching on the big ideas of the unit. Further, the activity not only relates to student / student's family water usage at home, but also involves 21st century learning by allowing students to create a product that focuses not only on their creativity, but also on inquiry based learning through exploration activities during the unit. As this is the culminating task, there is no collaboration on the final art project, however there is a great deal of collaboration throughout the unit and even within the final lesson in brainstorming the meaning of the teacher's exemplar visual representation.

Lesson 5: What does water mean to you? 

Title:    Dirty Water           Subject/Course: Social Studies                                 Time: 60 min            Grade: 6 Strand:  Canada and World Connections – Canada’s Link to the World
Lesson Description
The purposes of this lesson are to: 1)                  create a summative task for assessment; to provide a final assessment task for the end of the unit 2)                  conclude a block of learning 3)                  provide students with opportunities to reflect on what they have learned over the course of the unit and to demonstrate an understanding of the big ideas • Canadians are fortunate to have easy access to large quantities of clean drinking water  • Canadians use (and waste) larger amounts of water than other countries • 1/6 of people on Earth do not have access to clean drinking water • Manyindividuals struggle to find adequate water sources;      there are many negative consequences of drinking dirty  water
Stage 1: Desired Results
Ontario Curricular Overall Expectations
Social Studies: B1. Application: explain the importance of international cooperation in addressing global issues, and evaluate the effectiveness of selected actions by Canada and Canadian citizens in the international arena B2. Inquiry: use the social studies inquiry process to investigate some global issues of political, social, economic, and/or environmental importance, their impact on the global community, and responses to the issues B3. Understanding Context: describe significant aspects of the involvement of Canada and Canadians in some regions around the world, including the impact of this involvement The Arts: D1. Creating and Presenting: apply the creative process (see pages 19–22) to produce art works in a variety of traditional two- and three-dimensional forms, as well as multimedia art works, that communicate feelings, ideas, and understandings, using elements, principles, and techniques of visual arts as well as current media technologies;
Ontario Curricular Specific Expectations
SOCIAL STUDIES (dependent on perspective students decide to take) By the end of Grade 6, students will:   B1.3 explain why some environmental issues are of international importance and require the participation of other regions of the world, along with that of Canada, if they are to be effectively addressed B2.2 gather and organize information on global issues of political, social, economic, and/or environmental importance, including their impact and responses to them, using a variety of resources and various technologies B2.4 interpret and analyze information and data relevant to their investigations, using a variety of tools B2.5 evaluate evidence and draw conclusions about global issues of political, social, economic, and/or environmental importance, their impact on the global community, and responses to the issues B2.6 communicate the results of their inquiries, using appropriate vocabulary B3.1 identify some of the major ways in which the Canadian government interacts with other nations of the world B3.2 describe Canada’s participation in different international accords, organizations, and/or programs B3.3 describe several groups or organizations through which Canada and Canadians are involved in global issues B3.5 identify some significant political, social, and economic interactions between Canada and other regions of the world, and describe some ways in which they affect these regions B3.7 identify countries/regions with which Canada has a significant economic relationship B3.9 describe some ways in which Canada’s interactions with other regions of the world have affected the environment The Arts D1.1 create two-dimensional, three-dimensional, and multimedia art works that explore feelings, ideas, and issues from a variety of points of view D1.3 use elements of design in art works to communicate ideas, messages, and understandings D2.3 demonstrate an understanding of how to read and interpret signs, symbols, and style in art works
Stage 2: Planning learning experience and instruction
Student Groupings	Instructional Strategies
∞    Independent work	∞   Hands‐on activity
Materials & Resources	Purpose & Tool
∞ Paint, paint brushes, scissors, tape, glue, magazines, paper, glitter, crayons, markets, pencil crayons, stickers, leftover water filter supplies ∞ Teacher example of visual representation	∞    Summative task ∞     Checklist
Accommodations
∞    Students could work in pairs or small groups to create visual representation
Stage 3: Learning experience and instruction
Motivational Hook  (4 MINS.):
‐    Teacher shows students his/her visual representation of what water means to him/her. Teacher points out and explains that three things about water that are important to him/her. Teacher also explains how the visual representation is based on what they have been learning all week/how it ties in to the what they have learned about water accessibility in three African countries, as well as the importance of access to clean drinking water.
Recap  (3 MINS):
‐    Teacher asks students for some ideas on what water means to them, prompting if need be. Answers are written in point form on the board
Body (3 MINS):
‐ Teacher explains they will have 40 minutes to create a visual representation of what water means on a global scale and to them as individuals. Teacher tells students to "keep it simple". Students will have to come up with three main ideas about water that are most important to them and that reflect one or more big ideas. - Teacher monitors work and asks questions about what students are creating.
Consolidation (40 MINS):
‐    Teacher distributes paper and supplies. Students begin.
Closure (10 MINS):
‐    Supplies are put away and classroom is cleaned up.          ‐    Students post visual representations on wall.
Assessment
Students will produce a visual representation of what water means to them on a global and individual scale. Students are to draw from the big ideas (e.g., Canadians use (and waste) larger amounts of water than people in some other countries) covered throughout the unit and are encourage to use different materials. Students must show three ideas/things that are meaningful to them. The visual representation is an assessment of learning task that will be evaluated using a checklist. Knowledge and Skills:  ‐ knowledge and understanding from unit block; explain the relevance to Canada of current global issues (water sanitation); understand differences and similarities between developing countries and Canada (clean drinking water accessibility) - ability to demonstrate understanding of content through art  ‐ use of information