Unit Framework - Email the teacher
Title: Time Machine: Integrating the arts, history, and sciences through the ages.
http://www.d23.org/macarthur/teacherpages/timemachine/tm.html
Subject and Level: Art, Language Arts, Social Studies, Science, and& Technology. .Grades 7-8.
Learner Description
- The participants of this activity are students in 7th and 8th grade at MacArthur Middle School. The students are enrolled in either an art class or computer class for a period of nine weeks. The dynamics of each class vary as students who elect to take Spanish, typically the top 20% academically, are removed; leaving special education students who are all mainstreamed, and average to poor academic students to represent this population of learners.
Overview
- Students will investigate artists, events, and inventions, and musicians of a specific time period in history. StudentsGiven a timeline students will plot a time period that represents their area of research creating a timeline. Each time period will be linked to a web document, Powerpoint presentation, or iMovie displaying student created works. Each student(s) will be expected to demonstrate unique and original information about his or her topic.
What will be taught?
Depending on the class enrolled, art or computer class, the curricular content and focus may differ. In either class the students will explore, examine, and create products of a particular topic and display their findings. Students will also be taught through individual and group activities how to research the Internet, evaluate web sites, understand copyright and plagiarism, how to organize; record; and utilize information, and how to cite web sites and other reference material. They will also be instructed in how to use Microsoft Word, PowerPoint, and iMovie to creatively display their work on the web.
What will students do and learn?
Art: Demonstrate and describe art elements and design principles of a specific artist.
History: Accurately describe a social or political event.
Science: Provide an in depth look towards the development of an invention or science principle.
Technology: Demonstrate proficient use of PowerPoint and other tools.
Rationale
- Purpose for the unit as a whole. The WHY questions.
Why would you teach this unit?
The overall goal is to introduce and develop some proficiency in the use of available technological tools. The inquiry of an artist allows an opportunity to develop an in-depth study. Likewise the study of an invention or historical event permits students to investigate areas of individual interest. These investigations go far beyond the scope of the normal classroom. As the investigation is one of choice, the learner is more motivated as a result. When each investigation is displayed on a time line students will also become aware of other events that occur within a time period and develop a greater understanding of cultures and events as a whole.
Why would this this qualify as an Engaged Learning unit?
This unit qualifies as an Engaged Learning unit because all of the indicators are present. These include: responsible for learning, strategic, energized by learning, authentic, challenging, multidisciplinary, performance-based, generative, seamless and on-going, equitable, interactive, generative, collaborative, knowledge-building, empathetic, heterogeneous, equitable, facilitator, guide, co-learner, explorer, cognitive apprentice, teacher, and producer.
Why is technology an important component of this unit?
The use of technology is a critical element of this investigation. Students will utilize hardware such as computers, scanners, and digital cameras. Students will also utilize but will not be limited to Microsoft Word, PowerPoint, iMovie, QuickTime VR, digital editing software, and Netscape Composer. All student products shall be posted on the schools web site and the collection will continue to grow.
Why is this project authentic/meaningful , and challenging for students?
This investigation will be meaningful and challenging for students for a variety of reasons. In particular, this group of eight graders was introduced to the Microsoft Office suite of tools for the first time. Prior to this year Appleworks was typically used as the word processor of choice. Included in the Microsoft Office suite is PowerPoint, and for many of the students, this was their first formal instruction on how to use the tool effectively.
Goals - Content, Cognitive and Social
- The WHAT questions
What new attributes (knowledge, skills, attitudes) do you expect students to gain?
Besides acquiring skills in the use of Microsoft Word and PowerPoint, another important element of this inquiry is that it correlated with the core curriculum; building upon and expanding their knowledge of history and culture. Students, in this collaborative environment, required greater social skills to work with one another. Students mutually helped teach and learn from one another, whereas the teacher became a facilitator rather than instructor, and through positive peer relationships worked in partnership, pooling their resources to achieve the goals.
What school, district, state and national standards/benchmarks are addressed?
Listed below are the Illinois Learning Standards and ISTE National Educational Technology Standards for Students (NETS) that apply to this unit.
Illinois Learning Standards
1B Apply reading strategies to improve understanding and fluency.
1C Comprehend a broad range of reading materials.
2A Understand how literary elements and techniques are used to convey meaning.
2B Read and interpret a variety of literary works
3A Use correct grammar, spelling, punctuation, capitalization and structure.
3B Compose well-organized and coherent writing for specific purposes and audiences.
3C Communicate ideas in writing to accomplish a variety of purposes
4A Listen effectively in formal and informal situations.
4B Speak effectively using language appropriate to the situation and audience.
5A Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas.
5B Analyze and evaluate information acquired from various sources
5C Apply acquired information, concepts and ideas to communicate in a variety of formats.
13B Know and apply concepts that describe the interaction between science, technology and society.
14F Understand the development of United States political ideas and traditions.
16A Apply the skills of historical analysis and interpretation.
16B Understand the development of significant political events.
16D Understand Illinois, United States and world social history.
16E Understand Illinois, United States and world environmental history.
18A Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions.
18C Understand how social systems form and develop over time.
25A Understand the sensory elements, organizational principles and expressive qualities of the arts.
25B Understand the similarities, distinctions and connections in and among the arts.
26A Understand processes, traditional tools and modern technologies used in the arts.
26B Apply skills and knowledge necessary to create and perform in one or more of the arts.
27A Analyze how the arts function in history, society and everyday life.
27B Understand how the arts shape and reflect history, society and everyday life.
ISTE National Educational Technology Standards for Students (NETS)
1 Basic operations and concepts
2 Social, ethical, and human issues
3 Technology productivity tools
4 Technology communications tools
5 Technology research tools
6 Technology problem-solving and decision-making tools
Learning Activities - The activities required to achieve the goals.
Each learning activities will guide the student to focus their investigation on artists, events, and inventions, of a specific period in history or culture (see appendix pp.11-15).
The How questions.
Student Assessment- Enables student and teacher to measure student's attainment of goals.
What are my scoring characteristics? (What do I want to measure? What is an important outcome of this unit?)
Student assessment consists of several elements; peer evaluations, self-evaluation, and teacher evaluation. Each assessment will be based on a scoring rubrics depending on the final product submitted (see appendix pp.17-18).
What will indicate that students are novices, practitioners, or experts?
The indication that a student is a novice, practitioner, or expert is based upon the provided grading rubrics for both the written document and the final Powerpoint presentation. The rubrics itself is intended to be a guide to help remind and focus the student on the expectations or requirements for the particular assignment. The final assessment will incorporate self, peer, and teacher evaluations.
How will I measure and communicate student progress on the goals?
Student progress is measured by student discussion on their topic, peer critique and one on one critiques with the teacher and student. Using the rubric as a guide student then can see what they need to accomplish to achieve their goals.
How can students be involved in establishing goals and criteria for the assessment?
Student input on goals is important to the quality of the product. By having students brainstorm individually, and as a group, important criteria to be covered, students are able to have a personal vestment into the final product.
How will the assessments be implemented to ensure that they are generative? Seamless and ongoing? Equitable for all students? An authentic task?
Having set criteria to follow that includes time management and tangeabletangible ideas will keep students in line with the outcome of the unit.
ow will students demonstrate their knowledge and skills?
Student will create a presentation on an art form, invention, and later possibly music form, architecture, artist, etc. using one of the Microsoft suite programs that is educational and engaging in a timeline format.
Management
How will you manage student work individually and in groups? - What resources will you need to do this unit?
As educators being mobile in your room keeps students on task as well as the use of a time line or calendar, group critiques, individual critiques and by having the power to control computers to manage student behavior.
Resources needed to successfully complete this unit are, the internet, library resources (text books, films, recordings), a working computer lab with 2004 Microsoft suite, internal network with student folders, 2D and 3d materials to create work with, and digital cameras or video recorders to capture work.
How will the room(s) be arranged?
Rooms are arranged with student and computer needs in mind. Labs are set to hold 30 students connected to a central network while the art room is set up with a check out list for digital equipment and area to take pictures of student work.
Where will equipment and materials be located to promote maximum use?
Digital photo equipment is located in the library, art room, and computer lab for maximum use as well as computers with appropriate software and networking capabilities.
Where will students need to work and how can they be accommodated?
Students will be able to utilize several spaces in the building to complete this assignment. For the art component, the room is arranged in to table groups, by color, to keep students organized and on task. In the two labs in the library and the island students can work individually or with a partner for assistance. In the computer room students will work individually and can use their neighbor for assistance. Because our computers are linked by a central network and with the internetInternet, the teacher is able to check work, progress and assess studentsstudents' electronically/virtually.
How will students with special needs be helped?
Depending on the level of need, students using artart, as the basis for their project will not need as much assistance as those working electronically for the whole project. Student with special needs can be paired or work individually depending on their level and media used.
Unit Evaluation
What will I need to do, be aware of, and/or gather while teaching the unit in order to answer these questions:
What was effective?
What proved to be most effective was to require the student(s) to submit gathered research in the form of a word document. The word documents also contained at least 6 images that would be used in the final PowerPoint presentation as well as a biography of sources. This gave greater focus on the content and as an outcome created a better final presentation.
Another effective tool was to view sample projects and have students evaluate them using the grading rubrics. This provided two positive effects. Students were able to formulate opinions of a quality or poor presentation and secondly, understand what the rubric was actually evaluating or what was expected of them.
What wasn't effective?
Students were given the option to work in groups or individually. As a result no groups or partnerships were formed and each class of students choose to work independently. Although many of the class activities required collaboration, cooperation, and peer involvement; the final product did not. In the future I would take it a step further and require final projects that are achieved by students working together.
What will I do differently next time?
To assume students have prior knowledge in the use of technological tools is a misconception. Just because the tools are available does not mean that students know how to use them efficiently and effectively. On the same token, it should never be assumed that students know how to research the Internet, paraphrase content, cite sources, and maintain an accurate bibliography. These are skills that must be taught and reinforced throughout the curriculum.
Appendices
Time Machine I - Inventions of the World
The Mission:
You are part of a research team whose charge is to trace the historical development of an invention. Each invention will be placed on a timeline where no two inventions will be alike. Select an invention from the past and describe the invention, its' inventor and how it has made an impact on our lives. After choosing a topic it will be necessary to seek approval before doing any research.
Resources:
These websites will help you prepare your presentation. You may also search the Internet for other related information.
A Timeline of Inventions
http://hamp.hampshire.edu/~invent/history/ADtimeline.html
The Great Idea Finder
http://www.ideafinder.com/history/index.html
How Stuff Works
Famous Inventions A-Z
http://inventors.about.com/library/bl/bl12.htm
Famous Inventors A-Z
http://inventors.about.com/library/bl/bl1_1.htm
Invention Connection (game)
http://web.mit.edu/invent/www/ima/connection.html
Also consider using the Wordbook Multimedia Encyclopedia and other Library resources.
Steps:
1. Create a folder with the title "Inventions of the World"
2. In that folder, create a document titled "Bibliography" with Microsoft Word (this is where you will be adding any links that you visited for information and pictures)
3. Create another folder within the Invention folder and title it "Images".
4. Use Microsoft Word to document your research. Save this document as a separate file.
5. Use the links provided in the resource section.
6. You will need to research facts of your invention. Consider the following:
o A description of the invention
o Who was the inventor and when did it occur?
o Describe any early experimentation that led to the final invention.
o Describe its uses today and how has the invention changed our lives?
o Any other interesting or relevant information
7. Gather images to be used on each slide of the presentation. Be sure to add the images to your image folder and list the URL in the bibliography document with a description of the image as well as the date you visited the site (see examples below).
Product(s)
A properly formatted word document with these minimum requirements:
o A proper heading and title
o An introductory paragraph
o 4/6 topic paragraphs
o A summary or concluding paragraph
o 6 images
o Bibliography
A PowerPoint presentation with the following guidelines:
o Title and author on first slide with a hyperlink to the menu slide.
o A menu slide* that includes:
o A brief introduction
o A listing of main topics of the presentation with hyperlinks going to that specific slide.
o Each topic slide must have a back, menu, and forward hyperlink.
o Bibliography slide, with all Internet sources noted, should also appear on the menu slide.
o Each Slide must have a graphic (picture) relevant to the topic slide.
Time Machine II - History Quiz
The Mission:
Your task is to research a historical event. Once all the facts are gathered you will then make a PowerPoint quiz about the specific event you have chosen. Each history quiz will be placed on a timeline where each event is unique. Remember, as in previous assignments, once you choose a topic it will be necessary to seek approval before doing any research.
Resources:
These websites will help you prepare your presentation. You may also search the Internet for other related information.
American Memory from the Library of Congress
http://lcweb2.loc.gov/ammem/index.html
Smithsonian: History and Culture
http://www.si.edu/history_and_culture/
History on the Net: A-Z of History
http://www.historyonthenet.com/a-z_of_history.htm#A
Librarians' Index to the Internet: History
http://lii.org/search/file/history
New York Times: On this Day Archive
http://www.nytimes.com/learning/general/onthisday/archive.html
The History Channel: This Day in History
http://www.historychannel.com/tdih/tdih.html
Also consider using the Wordbook Multimedia Encyclopedia and other Library resources.
Steps:
8. Create a folder with the title "History Quiz"
9. In that folder, create a document titled "Bibliography" with Microsoft Word (this is where you will be adding any links that you visited for information and pictures.
10. Create another folder within the History Quiz folder and title it "Images".
11. Use Microsoft Word to document your research. Save this document as a separate file.
12. Use the links provided in the resource section.
13. You will need to research facts of your event. Consider the following:
o Who was involved?
o What were the reasons?
o When and where did it occur?
o What were the consequences of the event?
o Any other interesting or relevant information
14. Gather images to be used on each slide of the presentation. Be sure to add the images to your image folder and list the URL in the bibliography document with a description of the image as well as the date you visited the site (see examples below).
Final Product(s)
A properly formatted word document with these minimum requirements:
o A proper heading and title
o An introductory paragraph
o 4/6 Questions with possible answers
o 4/6 paragraphs explaining the correct answer in detail
o 6 or more images
o Bibliography
A PowerPoint presentation with the following guidelines:
o The first slide will display the title, author, introduction and a hyperlink to next slide.
o Second slide will display a question based on one of you topic paragraphs with a listing of possible answers.
o Incorrect answers will hyperlink to a sound and/or another slide.
o Correct answer leads to topic paragraph slide explaining the answer.
o Each topic slide will have forward hyperlink leading to the next question.
o The final slide will contain your summary and bibliography with all Internet sources noted.
o Each Slide must have an image (picture) relevant to the topic slide.
Time Machine III - Famous Artists
The Mission:
Your task is to research a piece of art or an artist during a span of a century. Once all the facts are gathered you will make a piece, based on the artist or piece you chose to research. After your piece is completed take 2 pictures of it from different views and make a PowerPoint presentation about the specific person or piece you have chosen. The presentation and final piece are on in the same. The final presentation is a short showcase of your work, how you made it, why, and what inspired you. Images used from other sources must be noted in your presentation. Images of your piece and any other work or artist should be included. Design of your slides is important to the overall product.
Resources:
These websites will help you prepare your presentation. You may also search the Internet for other related information.
Art Dictionary Online
MOMA
MET
Art Institute of Chicago
Books: Any art history book from Ancient to Modern History
Art Posters - Meet the Artist Series
Art History Time Line
Steps:
1. 1.Pick a century - within that century pick an artist or piece that is interesting to you.
2. 2. Complete the Time Machine Sheet questions.
3. 3. Create your piece.
4. 4. Create a folder in your folder named ART to hold all the information for your final piece.
5. 4. Take 2 digital photos or a video recording of your final piece.
6. 5. Using either PowerPoint of Word create a presentation on your final piece. If you use powerpointPowerPoint it should be at least 3 slides and word should be at least one page. Include all the information form the Time Machine sheet and the digital images. You may include images of your artist, the piece you chose or other things that relate to your work. Call your final document the name of your artist or piece.
7. 6. Site your sources using the bibliography format below.
Resources:
Internet: Art Dictionary Online: http://www.artlex.com
MOMA: http:// www.moma.org
MET:
Art Institute of Chicago: www.artic.edu
Books: Any art history book from Ancient to Modern History
Art Posters - Meet the Artist Series
Art History Time Line
Final Product(s)
A properly formatted word document with these minimum requirements:
A proper heading and title
An introductory paragraph
2 or more images
Bibliography
A PowerPoint presentation with the following guidelines:
The first slide will display the title, author, introduction and a hyperlink to next slide.
Second slide will display an image of your piece, other images you reference or used as a resource, any other information pertinent to your work.
The final slide will contain your summary and bibliography with all Internet sources noted.
Each Slide must have an image (picture) relevant to the topic slide.
Final Product(s)
A properly formatted word document with these minimum requirements:
o A proper heading and title
o An introductory paragraph
o 2 or more images
o Bibliography
A PowerPoint presentation with the following guidelines:
o The first slide will display the title, author, introduction and a hyperlink to next slide.
o Second slide will display an image of your piece, other images you reference or used as a resource, any other information pertinent to your work.
o The final slide will contain your summary and bibliography with all Internet sources noted.
o Each Slide must have an image (picture) relevant to the topic slide.
Word Document Grading Rubric
10 5 0
Content The content is a clear and complete. Demonstrates extra effort and personal best. All content is original and creative. The content is good but does not demonstrate personal best. Most of the content is original. The content is very poorly done and does not demonstrate personal best.
Mechanics & Spelling There are no mistakes in mechanics and/or spelling. There are only one or two mistakes in mechanics and/or spelling. There are many mistakes in mechanics and/or spelling
Text Appearance Appropriate use of fonts and font size. Color or contrast is used appropriately to enhance font display. Appropriate use of fonts and font size. Some color or contrast is used to enhance font display. Inappropriate use of fonts and font size. Color or contrast is not used to enhance font display.
Text Formatting Formatting of some kind to emphasize words. Attention is given to the, header, title, and line spacing as stated in the directions. Formatting of some kind to emphasize words. Some attention is given to the, header, title, and line spacing as stated in the directions. Lack of formatting of some kind to emphasize words. No attention is given to the header, title, and line spacing as stated in the directions.
Graphic Appearance The project contains high quality and carefully chosen graphics that enhance the presentation. At least one of six has been scanned. The project contains graphics that enhance the document. The project contains few graphics, or graphics of poor quality, and does little to enhance the document.
Graphic Formatting All graphics are properly formatted with the text flowing tightly around it. The graphics are placed to one side and at least one graphic is behind the text with the transparency changed. Most of the graphics are formatted correctly but only some attention was given to placement and or transparency. No attention was given to formatting the graphics correctly.
Bibliography
(Text) Web resources are accurately noted. (Author or Sponsor, Title, Url, Date Visited) Most web resources are accurately noted. Few or no resources are noted.
Bibliography
(Images) All images from web resources are accurately noted. (Description of Image, Url, Date Visited) Most web resources are accurately noted. Few or no resources are noted.
Work Habits The student uses class time wisely while working toward personal best, puts in extra effort, and uses outside time if necessary. Student is usually on task but only with reminders to work on the assignment.
The student is repeatedly off task and is willing to settle for less than personal best.
Time Management All of the parts of the assignment are completed and turned in on time Most of the parts of the assignment are completed and turned in on time. None of the pieces of the assignment are completed on time.
PowerPoint Grading Rubric
10 5 0
Appearance The presentation is colorful and appealing to viewers. Attention has been paid to fine details to enhance the project's appearance. The presentation is somewhat colorful and appealing to viewers. Little attention has been paid to fine details to enhance the project's appearance. The presentation is simply thrown together with no attempt to make it colorful or appealing to viewers.
Organization The order of information is logical, sequential, and intuitive. Only some of the information is in a logical order. Little attention to sequencing of information.
Text Elements There is a proper use of fonts, font size and formatting. Color or contrast is used appropriately to enhance font display. Some attention is given to the use of fonts and font size. Little contrast is used to enhance font display. Inappropriate use of fonts, font size, and/or color is used to enhance the font display.
Images The project contains high quality and carefully chosen images that enhance the content. The project contains images but some do not align with the content. The project contains few images, or images of poor quality, and does little to enhance the presentation.
Slide Layout The overall layout of all the slides is aesthetically pleasing. Attention is given to the placement of text, images, and white space The layout is somewhat pleasing but only some attention was given to placement and white space. No attention was given to formatting the images with the text correctly.
Animations & Timing The project contains carefully chosen animations that enhance the presentation. Attention is given to the timing on each slide. The project contains animations but only some attention is given to timing. The project contains few animations and/or little attention is given to timing.
Transitions
(may not apply) The project contains carefully chosen transitions that enhance the presentation from slide to slide. Attention is given to sound The project contains transitions and some attention is given to sound The project contains few transitions and/or little attention is given to sound
Bibliography Textbook or web resources are accurately noted for text and images Most textbook or web resources are accurately noted. Few or no resources are noted.
Work Habits The student uses class time wisely while working toward personal best, puts in extra effort, and uses outside time if necessary. Student is usually on task but only with reminders to work on the assignment.
The student is repeatedly off task and is willing to settle for less than personal best.
Time Management All of the parts of the assignment are completed and turned in on time Most of the parts of the assignment are completed and turned in on time. None of the pieces of the assignment are completed on time.
