"Earth From Above" for young readers by Yann Arthus-Bertrand

This book is a great resource for teaching with Google Earth. Filled with images taken from a helicopter around the world, children can see the shapes and patterns you wouldn't see on the earth. The photos are a much closer look than what you can see from Google Earth, like bright colored vats of dye in Morocco and a mangrove forest witha heart shape in New Cledonia.
"Earth From Above" for young readers by Yann Arthus-Bertrand(2001)

Paper Quilling Art Project

Title: Multicultural Lesson “Cock-a-doodle-doo, Kuku Ryku” from Poland
or Quilling Insects and their environment
Grades: 1-4
History/Background:
Polish decorative arts use of cut paper is called wycinanki (vee-chee-nahn-kee). The spirit of Poland’s enthusiasm for life is expressed in strong ethic pride and respect for family traditions. One of the most popular themes in wycinanki is the crowing rooster. The roster symbolizes vitalility, productivity and renewal. A healthy rooster is a blessing. The egg is a symbol of rebirth all over the world.

Standards: 9.1 Arts and Humanities, Production of Visual Arts
9.2 Historical and Cultural Contexts
8.4 World History

Goal: To create a creature, whether a rooster or bug, out of paper by cutting,
gluing, and quilling paper.

Objectives: 1. Students will create a completed paper creature.
2. Students will learn how to quill paper into scrolls.
3. Students will recognize that the rooster is popular in
Polish wycinanki.
4. Students will use template to make rooster or creature, make and glue at least 10 quills, decorate head, feet and base.

Resource materials/Visual Aids: Photos of roosters, teaching board, my exemplar

Supplies/Materials:1.Template of rooster
2. Railroad paper of many colors
3. Scissors
4. Elmer’s Glue
5. Smock/apron
6. Origami paper
7. Toothpicks/or unsharpened pencils

Teacher Preparation: Create teaching boards, cut rooster template out of oak tag before class, cut Origami paper into ½ inch long strips with paper cutter

Teaching Instruction: Polish decorative arts use of cut paper is called wycinanki (vee-chee-nahn-kee). Repeat after me “vee-chee-nahn-kee”. The polish tradition of wycinanki is symmetrical design. The spirit of Poland’s enthusiasm for live is expressed in strong ethic pride and respect for family traditions. One of the most popular themes in wycinanki is the crowing rooster. He doesn’t say “cock-a-doodle-doo” but “kuku ryku” in polish. The rooster crows every morning to the sun to mark a new day. The roster symbolizes vitality, productivity and renewal. A healthy rooster is a blessing. The egg is a symbol of rebirth all over the world. Did you know the polka dot originates from the Polish polka dance costumes?
We are going to make out own roosters out of paper by rolling paper into paper scroll quills. Don’t they look like feathers?

Directions: DAY 1-
1. Use a template to trace the shape of the rooster and base on the heavy stock paper, Railroad paper.******Make a mark where the cut line is.
2. Cut out the rooster and the base with scissors.
3.Put name on both the rooster and the base in small print on the bottom edge in pencil.
4. Roll origami paper strips provided on the toothpick, one piece of paper at a time. Create at least 10 in different colors.
5. Put Elmer’s glue in the size of a pea on the rooster’s tail end and place one quill per pea size of glue.

DAY 2-
1. Decorate the head, chest and feet of the rooster using the paper scraps provided.**** Remember not to cover the cut mark.
2. Make a cut into the base strip, half the width of the base in the middle.
3. Make a cut into the bottom of your rooster ½ inch deep- refer to the make you made when you traces the rooster.
4. If your rooster is dry, put the base on the rooster. Voila!!!! Kuku-ryku or cook-a-doodle-doo!!!!

Extension: Cut eggs, birds or feather out of origami paper. Create a design on a postcard.

Critique/Evaluation: Criteria: Did the student follow the directions, have at least 10 quills, have a base with their name? Did they try to say the polish word wycinanki?

See attached Rubric

Time Budget: 2 class periods of 45 minutes each

Vocabulary: Wycinanki (vee-chee-nahn-kee) - Polish decorative arts use of cut paper, which is symmetrical.

Symmetrical- a design that is balanced and has the same elements on each side

Safety concerns: review scissor safety

Bibliography/References: Susan Rodriguez’s Culture Smart book,
website “www.google.com, images, Wycinanki as search word

how to make a water filter

My Introduction

My name is Christina Roberts and I am a graduate student in the Art Education department at University of the Arts in Philadelphia, PA. I am currently working in a middle school as Personal Care Assistant to a student with Autism. Along with teaching life skills, I sneak in art appreciation and the love of nature.The school has student run recycling program that I am constantly reminding students the parameters of no staples or plastic in the BLUE bin. They should be GREEN.

Personally, I love plants. As spring approaches, I stroll my gardens while drinking my morning coffee if time allows. Small buds are growing and opening up on the lilac tree that I transplanted from my great-grandmother’s yard seven years ago. I read that it would take this long of it to bloom- this is the year!!! Most of my plants have been given to me my friends and neighbors who also have a passion for rooted life. I enjoy the connection of gift, friendship, and appreciation of nature.

Each year I plan a new garden or at least to enlarge one. My goal is is have the smallest lawn possible: the hum of the lawn mower is not that pleasing. Transplanting plants to better conditions or combinations is every after. Spreading seeds in the fall and spring and watching the magic will never ease to embrace me. In a world that can be fast and loud. I find peace in knowing my garden will be there of me even in the middle of the night. I have been known to pull weeds with a head lamplight. Having a compost pile, you are known as the best worm farmer for our fishing friends.

My favorite bloom is the red China Boy poppy with a black interior. The seed heads are beautifully designed with a hard protective shell and delicately scalloped edges. Euphorbia is my other favorite which is an evergreen ground cover with chartreuse flowers.

Slowing down to really look at nature is something I wish to teach all of my students to do. Whether they draw or grow a garden, it is a world of it’s own to cherish.

Terry Tempest Williams

Terry Tempest Williams, born in 1955, is an American writer and environmentalist who focus is on the deserts of the American West. Besides being in the Ecology Hall of Fame, she is an accomplished author of several books (Pieces of White Shell, An Unspoken Hunger, Leap, Red: Passion and Patience in the Desert, and The Open Space of Democracy ). Williams writings, besides personal and educational, are reflective of current issues in our environment. Her passion to protect the desert and its wildlife is transcended to people who don’t necessarily think about the environment. Her article in Sports Illustrated relates to fans of wildlife, on the court and off. After reading some of her work, I have slowed myself down to appreciate and really look at the details as well as the big picture of the world around us. Williams writes of issues that would keep most conscientious people up at night. Without preservation of the earth and its inhabitants, our future is bleak. Williams brings hope and understanding to the health our future as well as the earth’s. Her essay, The Earth Stares Back, is accompanied with the aerial photography of Emmet Gowin. Without reading the essay, one would think some of the images are naturally evolved by time and weather. The erosion is not all natural and the wildlife is declining because of the drastic change in conditions(Gowin, 2002). Huge mining sites and test craters are scars in the Earth(Gowin, 2002). Together Williams and Gowin create a powerful message to encourage people to be responsible for their actions. Williams(2002) writes ”Emmet Gowin has made exposures of the Earth, a changed earth, an Earth we may not recognize because our eyes have been locked on the horizon. We live at eye level, which is its own conceit, a point of view that supports what we believe to be true- that the Earth is here simply to support us. We survey the land around us and dream of the ways it can serve us” (p.126).



Emmett Gowin, Copper Ore Tailing, Arizona 1988, split toned gelatin silver print



References:

Moonwater, R. (2007). www.coyoteclan.com. Retrieved March 30, 2007, from http://www.coyoteclan.com/index.html

Williams, T. (2002). The earth stares back. In Gowin, E. (Ed.), Changing the earth (pp. 125-131). New Haven, Connecticut: Yale University Press.

Williams, T. (2003). Big game, this naturalist's binoculars moved from deer to hawks to karl malone [Electronic version].Sports Illustrated, 10. Retrieved March 30,2007, from http://sportsillustrated.cnn.com/magazine/features/si50/states/utah/essay/

Williams, T. (2004a).Ground truthing [Electronic version]. Orion Magazine, 4(2). Retrieved March 30, 2007, from http://www.oriononline.org/pages/om/04-3om/TempestWilliams.html

Williams, T. (2004b) Engagement [Electronic version] Orion Magazine, 4(3). Retrieved April 4, 2007, from http://www.oriononline.org/pages/om/04-4om/TempestWilliams.html

lesson revision in regards to technology

When dividing the class into two groups, one group will make a PowerPoint presentation and the other will use traditional means to convey their concepts. This will demonstrate the contrast of using technology and not. However, will students be resentful of not being able to use technology? Maybe the group that didn't use technology for their presentation get to post all the presentations to the website to compensate.

Eco-Art Lesson Plan-Water Cycle Collage for 1-4 grades

Grade Level: 1-4

Title: Water Cycle Collage with recycled materials

Technology Foundation Standards:
Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, audiotapes, and other technologies.

Communicate about technology using developmentally appropriate and accurate terminology.

Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom.

Demonstrate positive social and ethical behaviors when using technology. (2)
Practice responsible use of technology systems and software.

Use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, drawing tools) for problem solving, communication, and illustration of thoughts, ideas, and stories.

Gather information and communicate with others using telecommunications, with support from teachers, family members, or student partners.

Use general purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum.

Determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.

National Visual Arts Standards:

Content Standards: 1: Understanding and applying media, techniques, and processes

Content Standard: 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others

Content Standard: 6: Making connections between visual arts and other disciplines

Goal: To create a collage that shows the different stages in the water cycle and use only 1 cup of water per student.

Objectives: 1. Students will create a completed collage of the water cycle.
2. Students will recognize that materials recycled from their water filter can be used as art materials.
4. Students will recognize six different stages of the water cycle and how they inter relate.

Resource materials/Visual aids: web site:
www.enchantedlearning.com/subjects/astronomy/planets/earth/Watercycle.shtml,
Romare Bearden’s collages, my exemplar, and collage papers
The lesson previous to this lesson is to make a water filter- see video above.


Supplies/Materials: 1. Newspaper
2. Elmer’s glue and water mixture
3. scissors
4. bowls
5. Smock/apron
6. paper
7. Acrylic paints
8. brushes for acrylic paints
9. Dishes for water and paints
10.Large bin for waste
11. Shallow boxes
12. Water filters students made in previous science lab
13. Oak tag
14. 1 cup of water per student

Teacher Preparation:

Day 1:
1. Have Projector and computer available for class.
2. Have visuals ready- collages of Romare Bearden and website loaded of water cycle.
3. Cover tables with newspaper.
4. Have the water filters student made previously available.
5. Have shallow boxes for storage of each student labeled with their names.
6. Have digital camera ready.(Teacher will take photos each day)

Day 2-4:
1. Hand out boxes and paper.
2. Have large containers to dump sand into and brushes to remove excess sand off.
3. Have paints, brushes and water containers ready.
4. Have digital camera ready.(Teacher will take photos each day)

Day 6-7:
1. Have photos in a shared folder that students can access from their computers
2. Have PowerPoint on desktop.
3. Write water cycle website on black board for a resource.
4. Each group presents their presentation to the rest of the class.

Teaching Instruction:

“If you only had 1 cup of water to create a collage, how would that change your process?” Talk about conserving and planning color changes. Start with light colors and gradually make them darker. Share with your fellow students your successes and failures- you can trade collage papers. You are all in this together. Show them the range of color and texture that can be made.

Directions:

Day 1:
1.Label all the backs of your papers before you start working.
2.Create textural papers from the materials available that vary in color, texture and materials used.
3. Share processes and combinations that are successful with fellow students.
4. Keep your work area clean and orderly.
5. Once you are satisfied with your assortment of papers, help others . Be careful not to damage your creation and leave it on the table to dry.
6. Place your dry papers in your box, but leave the wet ones on the table or drying rack.
7. Clean your area and replace the newspaper with dry paper for the next class.
8. Sweep all excess dirt and sand into bins provided.

Day 2:
1. Find your box and paper on the drying racks.
2. Survey the collection of papers you made and plan out which paper will represent what stage of the water cycle.
3. Put your name on the back of the oak tag given.
4. Cut and paste papers on the oak tag provided.
5. Save any papers that are as big as your hand; throw out the smaller ones.

Days 3-5:
1. Continue cutting and gluing.
2. Once you are completed, dispose of all papers made and place your collage on drying rack.

Day 6: Evaluate all digital pictures taken and choose the ones that will be in the PowerPoint Presentation for each group of four students. Divide the class in half: group A will write their thoughts and process used to make their collage. Using at least 8 photos and 8 slides, groups will focus on the process of making their collages. Group B: will write and demonstrate the water cycle through the collage. Using at least 8 photos and 8 slides, group B will focus on the stages of the water cycle.

Post presentatioms to website througth the school district to showcase their work to the community.

Critique/Evaluation:

Criteria: Each student has a completed collage showing the 6 stages of the water cycle. Group A and B each have a PowerPoint Presentation of 8 photos and 8 slides each with text describing the step of the water cycle or collage process.

Understanding of vocabulary-quiz by using the PowerPoint Presentation.
Understanding of process -quiz by quizzing the PowerPoint Presentation.

Discuss how would this lesson be different if you could use all the water you wanted? What did you learn from this experience? What would you do differently?

Time Budget: 5-7 class periods of 45 minutes each

Vocabulary:

1) Precipitation: when water comes out to the clouds and falls to the surface-solid form or liquid form

2) Run-Off: when water bodies are formed by precipitation

3) Evaporation: when water changes form a liquid to a gas phase

4) Transpiration: when plants release water vapor

5) Condensation: is part of cloud making, when water changes from a gas phase to a liquid phase - results in rain

6) Infiltration: when water is absorbed by the ground, dirt, stone to the water table

7) Excretion: Liquid released by animals as waste- ex: sweat, perspiration FYI: dogs pant because they do not have sweat glands

Safety concerns: Carbon in powdered form has many particulates, try not to make clouds or blow into air.

Bibliography/References: www.enchantedlearning.com/subjects/ astronomy/planets/earth/Watercycle.shtm,
Romare Bearden’s collages