This unit plan involves students exploring endangered plant species through block printing. Students will research endangered plants, analyze why they are endangered and how human activity impacted the environment. They will create block prints depicting the plant, reasons for endangerment, potential benefits, and genetically modified versions. The unit aims to increase awareness of endangered plants and conservation issues. It concludes with a student-curated art gallery showcasing their prints.
This PowerPoint was one very small part of my Ecology Interactions Unit from the website http://sciencepowerpoint.com/index.html .This unit includes a 3 part 2000+ Slide PowerPoint loaded with activities, project ideas, critical class notes (red slides), review opportunities, challenge questions with answers, 3 PowerPoint review games (125 slides each) and much more. A bundled homework package and detailed unit notes chronologically follow the PowerPoint slideshow.
Areas of Focus within The Ecology Interactions Unit: Levels of Biological Organization (Ecology), Parts of the Biosphere, Habitat, Ecological Niche, Types of Competition, Competitive Exclusion Theory, Animal Interactions, Food Webs, Predator Prey Relationships, Camouflage, Population Sampling, Abundance, Relative Abundance, Diversity, Mimicry, Batesian Mimicry, Mullerian Mimicry, Symbiosis, Parasitism, Mutualism, Commensalism, Plant and Animal Interactions, Coevolution, Animal Strategies to Eat Plants, Plant Defense Mechanisms, Exotic Species, Impacts of Invasive Exotic Species.
If you have any questions please feel free to contact me. Thank you again and best wishes.
Sincerely,
Ryan Murphy M.Ed
www.sciencepowerpoint@gmail.com
This document discusses the art of printmaking, specifically linocut printing. It explains that printmaking involves carving an image or design into a linoleum block to reproduce the design multiple times, allowing more people to view the image. The document provides examples of printmaking throughout history from 9th century Korean block printing to modern linocut artworks.
Block printing is a traditional method of printing patterns on fabric using carved wooden blocks. It is a slow process but can produce highly artistic results. Different regions in Rajasthan, India are known for specific block printing styles that use distinctive techniques, motifs, and natural dyes. However, the craft is facing challenges of low production volumes, preservation of traditional designs, and pollution issues.
The document discusses various types and styles of printing fabrics. It describes three main approaches to printing color on fabric: direct printing, discharge printing, and resist printing. It then provides details on different printing techniques like block printing, roller printing, screen printing, and others; explaining their process, advantages, and disadvantages. The document also covers various pattern styles used in printing like stripes, checks, dots, geometrical prints, and others.
This document contains two lesson plans for teaching critical thinking and collaborative thinking skills to grade 3 students.
The critical thinking lesson plan is on the life cycle of plants. It involves 6 levels of learning including introducing the topic, defining key terms, student activities to draw and observe plant growth, analysis questions, worksheets, and an assessment where students arrange pictures of the plant life cycle in order.
The collaborative thinking lesson plan is on food chains. It involves defining food chains, constructing a food chain using pictures in small groups, and an assessment where students build their own food chain and label the producer, consumer, and decomposer.
A third lesson plan on teaching shapes to grade 3 students using scaffolding techniques is
Let's Talk About Plants! A fun interactive and engaging integrated unit lesson that has the life of Art, Science, and Language Arts all in one. Students will learn about wants vs needs. Where students will learn about the needs of plants. Students will also learn about how plants change during their Life Cycle.
This lesson plan focuses on teaching first grade students about how plants change during their life cycle. Over the course of a week, students will participate in sorting games and create performances to learn the stages of a plant's development from seed to adult. They will be assessed through exit tickets and group assessments. The lesson integrates science and visual art standards and provides opportunities for collaboration through exploration and imaginative play with materials. Accommodations are included for diverse learners.
This PowerPoint was one very small part of my Ecology Interactions Unit from the website http://sciencepowerpoint.com/index.html .This unit includes a 3 part 2000+ Slide PowerPoint loaded with activities, project ideas, critical class notes (red slides), review opportunities, challenge questions with answers, 3 PowerPoint review games (125 slides each) and much more. A bundled homework package and detailed unit notes chronologically follow the PowerPoint slideshow.
Areas of Focus within The Ecology Interactions Unit: Levels of Biological Organization (Ecology), Parts of the Biosphere, Habitat, Ecological Niche, Types of Competition, Competitive Exclusion Theory, Animal Interactions, Food Webs, Predator Prey Relationships, Camouflage, Population Sampling, Abundance, Relative Abundance, Diversity, Mimicry, Batesian Mimicry, Mullerian Mimicry, Symbiosis, Parasitism, Mutualism, Commensalism, Plant and Animal Interactions, Coevolution, Animal Strategies to Eat Plants, Plant Defense Mechanisms, Exotic Species, Impacts of Invasive Exotic Species.
If you have any questions please feel free to contact me. Thank you again and best wishes.
Sincerely,
Ryan Murphy M.Ed
www.sciencepowerpoint@gmail.com
This document discusses the art of printmaking, specifically linocut printing. It explains that printmaking involves carving an image or design into a linoleum block to reproduce the design multiple times, allowing more people to view the image. The document provides examples of printmaking throughout history from 9th century Korean block printing to modern linocut artworks.
Block printing is a traditional method of printing patterns on fabric using carved wooden blocks. It is a slow process but can produce highly artistic results. Different regions in Rajasthan, India are known for specific block printing styles that use distinctive techniques, motifs, and natural dyes. However, the craft is facing challenges of low production volumes, preservation of traditional designs, and pollution issues.
The document discusses various types and styles of printing fabrics. It describes three main approaches to printing color on fabric: direct printing, discharge printing, and resist printing. It then provides details on different printing techniques like block printing, roller printing, screen printing, and others; explaining their process, advantages, and disadvantages. The document also covers various pattern styles used in printing like stripes, checks, dots, geometrical prints, and others.
This document contains two lesson plans for teaching critical thinking and collaborative thinking skills to grade 3 students.
The critical thinking lesson plan is on the life cycle of plants. It involves 6 levels of learning including introducing the topic, defining key terms, student activities to draw and observe plant growth, analysis questions, worksheets, and an assessment where students arrange pictures of the plant life cycle in order.
The collaborative thinking lesson plan is on food chains. It involves defining food chains, constructing a food chain using pictures in small groups, and an assessment where students build their own food chain and label the producer, consumer, and decomposer.
A third lesson plan on teaching shapes to grade 3 students using scaffolding techniques is
Let's Talk About Plants! A fun interactive and engaging integrated unit lesson that has the life of Art, Science, and Language Arts all in one. Students will learn about wants vs needs. Where students will learn about the needs of plants. Students will also learn about how plants change during their Life Cycle.
This lesson plan focuses on teaching first grade students about how plants change during their life cycle. Over the course of a week, students will participate in sorting games and create performances to learn the stages of a plant's development from seed to adult. They will be assessed through exit tickets and group assessments. The lesson integrates science and visual art standards and provides opportunities for collaboration through exploration and imaginative play with materials. Accommodations are included for diverse learners.
This lesson plan teaches 2nd grade special education students about recycling through various activities over 12 class periods and a field trip. Students will learn the meaning of reduce, reuse, recycle and create an acrostic poem. They will read a poem about garbage and discuss how recycling impacts the environment and community. Students will then participate in a field trip to collect recycled items and compete in a recycling sorting game. Finally, students will create artwork showing what they learned and present it to classmates and school administrators.
This lesson plan teaches 2nd grade special education students about recycling through various activities over 12 class periods and a field trip. Students will learn the meaning of reduce, reuse, recycle and create an acrostic poem. They will read a poem about garbage and discuss how recycling impacts the environment and community. Students will then participate in a field trip to collect recycled items and compete in a recycling sorting game. Finally, students will create artwork depicting what they learned about recycling and present it to classmates and school administrators.
This lesson plan teaches 2nd grade special education students about recycling through various activities over two weeks. In the first week, students create an acrostic poem about recycling, read a poem about garbage, discuss how recycling impacts the environment and community, learn the meanings of reduce, reuse and recycle, and go on a field trip to collect recyclables. The second week, students draw pictures about what they learned and present them to the class and administrators. The goal is for students to understand the importance of recycling and their role and responsibility in keeping the environment clean.
Students will ask questions about plants and conduct an experiment by planting seeds. They will observe and record how the seeds grow into plants over several weeks. Finally, students will create a digital presentation showing their initial question, drawings of the growth process, observations, and measurements to share what they learned.
The document describes a 3-day lesson on food webs developed by Christine Dennis for intermediate grade students. On day 1, students learn about food webs using a SMARTboard presentation and model one by wearing picture cards. On day 2, students research specific food webs online and contribute their findings to a class wiki. On day 3, students illustrate the food web they researched using Inspiration software. Students are evaluated based on a rubric for their food web poster.
Standard Inquiry #1 Science Grade 4 Standardtlynneamber
This document provides a lesson plan about how organisms interact through food webs, pollination, and seed dispersal. It includes objectives, materials, and instructions for activities where students will form a food web using yarn and pictures, observe how the web is affected when parts are removed, learn about seed dispersal through a video and chart, and construct an ecosystem in a shoebox. The lesson aims to teach students how different organisms depend on one another and the consequences of disrupting ecosystems.
Standard Inquiry #1 Science Grade 4 Standardtlynneamber
This document provides a lesson plan about how organisms interact through food webs, pollination, and seed dispersal. It includes objectives, materials, and procedures for activities having students form a food web using yarn, discuss how the web is affected by removing organisms, study seed dispersal through a chart and video, and construct an ecosystem in a shoebox. The lesson aims to teach students about the relationships between different organisms and how they depend on one another.
This document describes a unit plan for a 2nd grade science standard about animal habitats. It includes 3 parts:
1. Unpacking the standard and developing essential questions and learning objectives.
2. Creating a table of test specifications to assess the objectives using multiple choice items at different cognitive levels.
3. Developing a curriculum map laying out the 3-week unit, including activities in science, writing, art and library periods to teach the content and assess student understanding through pre/post tests, formative assessments, and performance tasks involving research, writing, and creating a diorama.
This document outlines a unit plan for a 3rd grade art class focused on community engagement through art. The unit includes four lessons: 1) Creating recycled bottle lanterns to decorate the school tree and raise environmental awareness; 2) Learning about Yoruba cultural traditions and creating drums; 3) Designing a classroom quilt to represent the diversity of cultures present; 4) Collaborating to design and paint a mural for the school. The overall goals are for students to understand how art impacts communities and cultures, learn to collaborate with others, and create art that engages and enriches their own community.
The document outlines a unit plan for an 8th grade language arts class focusing on media literacy. The unit objectives are to help students acknowledge different types of media, introduce related vocabulary, review media's impact on popular culture, teach analytical skills, and have students create their own zines. Key activities include identifying common media, analyzing magazines and ads, learning about zines as an alternative media, and creating an original zine over the course of 4 class periods and 1 week.
This document discusses using different instructional media and activities to engage multiple intelligences. It provides examples of media and activities for each of the following intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The media and activities are meant to appeal to different learning styles and abilities.
This document discusses using different instructional media and activities to engage multiple intelligences. It provides examples of media that could be used for each type of intelligence, such as musical instruments for musical intelligence or diagrams for logical-mathematical intelligence. Each section also gives a brief activity that students could do to engage with that intelligence, like designing a model or having a debate. The goal is to incorporate different types of intelligences into lessons on pollution by using varied media and hands-on work.
This document discusses using different instructional media and activities to engage multiple intelligences. It provides examples of media and activities for each of the following intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The media and activities are matched to each intelligence based on how each intelligence is defined and how learners with those intelligences best process information.
This document discusses using different instructional media and activities to engage multiple intelligences. It provides examples of media that could be used for each type of intelligence, such as musical instruments for musical intelligence or diagrams for logical-mathematical intelligence. Each section also gives a brief activity that students could do to engage with that intelligence, like designing a model or having a debate. The goal is to incorporate different types of activities and media to appeal to students with diverse intelligences.
This document discusses using different instructional media to develop multiple intelligences in students. It provides examples of media that could be used for different types of intelligences, such as using musical instruments and puzzles for musical intelligence, and using diaries and children's media for intrapersonal intelligence. It then gives examples of activities students could do using the different media to learn about different types of pollution and their effects.
This document discusses using different instructional media to develop multiple intelligences in students. It provides examples of media that could be used for different types of intelligences, such as using musical instruments and puzzles for musical intelligence, and using diaries and children's media for intrapersonal intelligence. It then gives examples of activities students could do using the different media to learn about different types of pollution and their effects.
This document discusses using different instructional media to develop multiple intelligences in students. It provides examples of media that could be used for different types of intelligences, such as using musical instruments and puzzles for musical intelligence, and using diaries and children's media for intrapersonal intelligence. It then gives examples of activities students could do using the different media to learn about different types of pollution and their effects.
This document outlines the key ideas, goals, and planning for several PYP unit plans across different grades. The Grade 1 unit focuses on production and consumption, wanting students to understand the interconnected stages and appreciate what they have. Grade 2 looks at finding peaceful conflict resolutions to live harmoniously. Grade 3 examines biodiversity and balance in ecosystems. Grade 4 explores how organizational decision-making impacts lives and students' ability to affect change. The SKG unit focuses on plants as a resource and humans' responsibility in maintaining a balanced relationship with nature. The overall goal is for students to develop understanding, skills, and attitudes to make informed choices and take thoughtful action.
This document provides background and instructions for an activity called "Plant Buddies" that teaches students about companion planting. The activity has two parts:
1. Students work in pairs to plant "plant cards" representing different plants in an imaginary garden based on compatibility. Insects are then introduced to test the effectiveness of the planting.
2. Students classify the plants using botanical characteristics like flower structure to learn how scientific classification relates to companion planting. They create a dichotomous key to classify plants.
The activity aims to help students understand beneficial relationships between plants and insects in the garden ecosystem. Background notes explain concepts like companion planting, plant families, and how to adapt the activity for different gardens and extension projects
This document summarizes a 5th year art class project on still life prints focusing on waste products and the environment. It outlines the lessons, learning outcomes, supporting artists studied, and techniques taught. Key points include students creating monoprints, refraction studies, scraperboard drawings, photographs, drypoint plates, and final prints. The project aimed to explore themes of recycling, packaging, and environmental awareness through line, form, value and composition. Feedback provided praised student autonomy and linking of historical and contemporary artists, while noting areas for improvement around materials, access, and facilitation of quiet students.
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This lesson plan teaches 2nd grade special education students about recycling through various activities over 12 class periods and a field trip. Students will learn the meaning of reduce, reuse, recycle and create an acrostic poem. They will read a poem about garbage and discuss how recycling impacts the environment and community. Students will then participate in a field trip to collect recycled items and compete in a recycling sorting game. Finally, students will create artwork showing what they learned and present it to classmates and school administrators.
This lesson plan teaches 2nd grade special education students about recycling through various activities over 12 class periods and a field trip. Students will learn the meaning of reduce, reuse, recycle and create an acrostic poem. They will read a poem about garbage and discuss how recycling impacts the environment and community. Students will then participate in a field trip to collect recycled items and compete in a recycling sorting game. Finally, students will create artwork depicting what they learned about recycling and present it to classmates and school administrators.
This lesson plan teaches 2nd grade special education students about recycling through various activities over two weeks. In the first week, students create an acrostic poem about recycling, read a poem about garbage, discuss how recycling impacts the environment and community, learn the meanings of reduce, reuse and recycle, and go on a field trip to collect recyclables. The second week, students draw pictures about what they learned and present them to the class and administrators. The goal is for students to understand the importance of recycling and their role and responsibility in keeping the environment clean.
Students will ask questions about plants and conduct an experiment by planting seeds. They will observe and record how the seeds grow into plants over several weeks. Finally, students will create a digital presentation showing their initial question, drawings of the growth process, observations, and measurements to share what they learned.
The document describes a 3-day lesson on food webs developed by Christine Dennis for intermediate grade students. On day 1, students learn about food webs using a SMARTboard presentation and model one by wearing picture cards. On day 2, students research specific food webs online and contribute their findings to a class wiki. On day 3, students illustrate the food web they researched using Inspiration software. Students are evaluated based on a rubric for their food web poster.
Standard Inquiry #1 Science Grade 4 Standardtlynneamber
This document provides a lesson plan about how organisms interact through food webs, pollination, and seed dispersal. It includes objectives, materials, and instructions for activities where students will form a food web using yarn and pictures, observe how the web is affected when parts are removed, learn about seed dispersal through a video and chart, and construct an ecosystem in a shoebox. The lesson aims to teach students how different organisms depend on one another and the consequences of disrupting ecosystems.
Standard Inquiry #1 Science Grade 4 Standardtlynneamber
This document provides a lesson plan about how organisms interact through food webs, pollination, and seed dispersal. It includes objectives, materials, and procedures for activities having students form a food web using yarn, discuss how the web is affected by removing organisms, study seed dispersal through a chart and video, and construct an ecosystem in a shoebox. The lesson aims to teach students about the relationships between different organisms and how they depend on one another.
This document describes a unit plan for a 2nd grade science standard about animal habitats. It includes 3 parts:
1. Unpacking the standard and developing essential questions and learning objectives.
2. Creating a table of test specifications to assess the objectives using multiple choice items at different cognitive levels.
3. Developing a curriculum map laying out the 3-week unit, including activities in science, writing, art and library periods to teach the content and assess student understanding through pre/post tests, formative assessments, and performance tasks involving research, writing, and creating a diorama.
This document outlines a unit plan for a 3rd grade art class focused on community engagement through art. The unit includes four lessons: 1) Creating recycled bottle lanterns to decorate the school tree and raise environmental awareness; 2) Learning about Yoruba cultural traditions and creating drums; 3) Designing a classroom quilt to represent the diversity of cultures present; 4) Collaborating to design and paint a mural for the school. The overall goals are for students to understand how art impacts communities and cultures, learn to collaborate with others, and create art that engages and enriches their own community.
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This document discusses using different instructional media and activities to engage multiple intelligences. It provides examples of media and activities for each of the following intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. The media and activities are meant to appeal to different learning styles and abilities.
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This document discusses using different instructional media to develop multiple intelligences in students. It provides examples of media that could be used for different types of intelligences, such as using musical instruments and puzzles for musical intelligence, and using diaries and children's media for intrapersonal intelligence. It then gives examples of activities students could do using the different media to learn about different types of pollution and their effects.
This document discusses using different instructional media to develop multiple intelligences in students. It provides examples of media that could be used for different types of intelligences, such as using musical instruments and puzzles for musical intelligence, and using diaries and children's media for intrapersonal intelligence. It then gives examples of activities students could do using the different media to learn about different types of pollution and their effects.
This document outlines the key ideas, goals, and planning for several PYP unit plans across different grades. The Grade 1 unit focuses on production and consumption, wanting students to understand the interconnected stages and appreciate what they have. Grade 2 looks at finding peaceful conflict resolutions to live harmoniously. Grade 3 examines biodiversity and balance in ecosystems. Grade 4 explores how organizational decision-making impacts lives and students' ability to affect change. The SKG unit focuses on plants as a resource and humans' responsibility in maintaining a balanced relationship with nature. The overall goal is for students to develop understanding, skills, and attitudes to make informed choices and take thoughtful action.
This document provides background and instructions for an activity called "Plant Buddies" that teaches students about companion planting. The activity has two parts:
1. Students work in pairs to plant "plant cards" representing different plants in an imaginary garden based on compatibility. Insects are then introduced to test the effectiveness of the planting.
2. Students classify the plants using botanical characteristics like flower structure to learn how scientific classification relates to companion planting. They create a dichotomous key to classify plants.
The activity aims to help students understand beneficial relationships between plants and insects in the garden ecosystem. Background notes explain concepts like companion planting, plant families, and how to adapt the activity for different gardens and extension projects
This document summarizes a 5th year art class project on still life prints focusing on waste products and the environment. It outlines the lessons, learning outcomes, supporting artists studied, and techniques taught. Key points include students creating monoprints, refraction studies, scraperboard drawings, photographs, drypoint plates, and final prints. The project aimed to explore themes of recycling, packaging, and environmental awareness through line, form, value and composition. Feedback provided praised student autonomy and linking of historical and contemporary artists, while noting areas for improvement around materials, access, and facilitation of quiet students.
Similar to Endangered species through block printing (20)
2. Unit Overview
Through this unit students will begin to explore
endangered plant species. They will be hands on in
choosing the plants that they will work to understand
more at a larger level. Exploration of the issues
surrounding how society has impacted the reason the
species is endangered and the possible ripple effects
that it could make.
The students will look at what benefits the plant could
provide and create scenarios through their artwork
showing these possible benefits. This unit will also look
at what is happening in the world of Science in way of
genetically modifying plants to create solutions.
3. Unit Goal
Students will be able to describe the endangered plant
species and the impacts it can have on society and that the
world has had on it through the use of relief printing by
applying ink to a plate that has had the image cut into it.
A unit assessment will include a gallery show created at the
end of the unit by working to create the title and which
works they will showcase. They will also have to do the
coordination with the botanical gardens
4. Unit Questions
What makes a plant endangered?
How can I bring the reasons for this plant being
endangered to a larger audience?
How does printmaking connect to nature?
How many different ways can the issues regarding
endangered species be presented?
5. Lessons
What does it mean to be an endangered species?
1 class session (critical Aesthetic)
Endangered plant 4 class sessions
Society’s effects on the plant 4 class sessions
(ecojustice lesson)
Benefits of the plant 3 class sessions
Genetically modified 2 class sessions (feminist lesson)
6. Lesson 1
What does it mean to be an endangered species?
Responding session looking with the students at plants,
and at artists that depict nature and conservation in
their works
Students will look at how they think plants become
endangered and what is happening in an overview to
cause a species to become endangered
The students will fuel the questioning and discuss what
their theories are regarding what it means to be
endangered, how a plant becomes endangered and what
can be done
Assessment will be collection of their thoughts on the
questions within the class session. These will be on a
sheet with clipart from the sites that will be reviewed
and explored during the class session
7. Lesson 1
What does it mean to be an endangered species?
Sites and artists referenced for this lesson are
8. Lesson 1
What does it mean to be an endangered species?
What does it mean to be endangered?
How have plants become endangered?
What are possible losses society will have if these plants
disappear?
How have we as a species effected the environment of
the plants and the plants themselves?
What can we do to help?
What forms of awareness exist or could exist?
9. Lesson 1
What does it mean to be an endangered species?
CT Standards
Content:Students will consider, select and apply a range
of subject matter, symbols and ideas.
History and cultures:Students will understand the visual
arts in relation to history and cultures.
Analysis, interpretation, and evaluation:Students will
reflect upon, describe, analyze, interpret and evaluate
their own and others’ work.
Connections:Students will make connections between
the visual arts, other disciplines and daily life.
10. Lesson 2
Endangered plant
Students will research and pick a plant that they will
create a series of prints with. For the intro to relief they
will use Styrofoam and a variety of colors for inking
Assessment will be having at least 4 prints completed
and handed in of their plate that they created. Also
turning in the plate and demonstrating block printing
techniques through their prints
11. Lesson 2
Endangered plant
In the first lesson students will begin learning the
concepts and techniques of block printing and relief
techniques by carving their plant design
They will create multiple prints exploring colors and
pressure to create the prints
During the first lesson the students will begin their
research and choose a plant to learn more about and
present
They will research the name and location, then more
research will be done through the course of the unit
12. Lesson 2
Endangered plant
What makes the plant that I chose significant?
What do I want to tell people about this plant?
Why did I decide to choose this plant?
How can I create a print that will describe my plant
accurately?
Will the colors and the layout I choose help in being a
descriptor or will it work to emphasis in a different way?
13. Lesson 2
Endangered plant
CT Standards
Media:Students will understand, select and apply media,
techniques and processes.
Elements and principles:Students will understand and
apply elements and organizational principles of art.
Content:Students will consider, select and apply a range
of subject matter, symbols and ideas.
Connections:Students will make connections between
the visual arts, other disciplines and daily life.
14. Lesson 3
Society’s effects on the plant
This lesson the students will be looking at the
relationships that society and the world have with the
plant.
Students will create a lino cut depicting a cause of why
the plant is on the endangered list. They can create a
print showing what they felt was most significant and
that they want to address.
Assessment of this lesson will occur through a self
reflection sheet and paragraph written to go along with
one completed print that they will turn in. They will be
encouraged to print multiple copies and choose the one
that is cleanest in printing standards
15. Lesson 3
Society’s effects on the plant
Students will create prints using the linocut process
These prints will demonstrate how what we do and
what we have done has helped to push these plants
into danger
Students will do further research into what has had the
Largest impact on their plant and through the linocut
Process and layouts they will show these impacts
16. Lesson 3
Society’s effects on the plant
What we have done to the plant?
How have our values hurt the plant?
How can I describe through the composition what effects
the plant has felt?
What are we doing subconciously that is effecting the
plant?
How does this process of printmaking have connections
to nature?
17. Lesson 3
Society’s effects on the plant
CT Standards
Media:Students will understand, select and apply media,
techniques and processes.
Elements and principles:Students will understand and
apply elements and organizational principles of art.
Content:Students will consider, select and apply a range
of subject matter, symbols and ideas.
History and cultures:Students will understand the visual
arts in relation to history and cultures.
Connections:Students will make connections between
the visual arts, other disciplines and daily life.
18. Lesson 4
Benefits of the plant
Students will create a collograph print depicting the
possible benefits that the plant could provide
Assessment of this lesson will be similar to lesson 3.
They will create a paragraph to coincide with their print
that they will turn in. These tow lessons can then be
combined when viewed in a gallery setting
19. Lesson 4
Benefits of the plant
This work of art will begin with the students researching
what plants that have been discovered have provided
Also look at how plants effect the overall climate of the
planet
With their research they will create a work of what
benefits these endangered plants could possibly hold
They will use a collagraph process of printmaking to
create their prints
20. Lesson 4
Benefits of the plant
What possible benefits could this plant hold?
What could have been discovered from plants that went
extinct from society’s effects on nature?
How does collagraph printing add dimension to the
print?
21. Lesson 4
Benefits of the plant
CT Standards
Media:Students will understand, select and apply media,
techniques and processes.
Elements and principles:Students will understand and
apply elements and organizational principles of art.
Content:Students will consider, select and apply a range
of subject matter, symbols and ideas.
History and cultures:Students will understand the visual
arts in relation to history and cultures.
Connections:Students will make connections between
the visual arts, other disciplines and daily life.
22. Lesson 5
Genetically modified
In this lesson the original prints of the plant will all be
placed at the front and students will talk about all the
information provided as to what the benefits each plant
are.
They will make decisions about combining all the plants
and the pros and cons.
The final work will be made by students working in pairs
to modify their works by splicing a section of their print
with their partner’s print.
Assessment of this lesson will occur through turning in 2
completed works per group of 2 or 3. Each of these
works will have parts from each piece and a description
of why they chose which was the main plant and which
was added.
23. Lesson 5
Genetically modified
Through this lesson students will look at pros and cons
of genetic modification
At the beginning of the lesson they will look at one print
that they each did during the first lesson and make
decisions on splicing the plants together
This process will be described through combining the
works of art and create new works
The students will work as pairs or groups of 3 to put
together their new plants and then talk about the
reasons they work together or don’t
24. Lesson 5
Genetically modified
How can genetic modification of plants be positive?
What negative effects can be seen?
How can this be described through art?
What as a group did you decide were the pros and cons
of your combination?
How did you decide on the size of the spices of each
work?
Which work was the main plant and which had the other
added into it?
25. Lesson 5
Genetically modified
CT Standards
Media:Students will understand, select and apply media,
techniques and processes.
Elements and principles:Students will understand and apply
elements and organizational principles of art.
Content:Students will consider, select and apply a range of
subject matter, symbols and ideas.
Analysis, interpretation, and evaluation:Students will reflect
upon, describe, analyze, interpret and evaluate their own
and others’ work.
Connections:Students will make connections between the
visual arts, other disciplines and daily life.
26. Community Aspects
At the end of the unit the students will pull their work
together and make decisions about how to present them
in a gallery format
Through research and making connections with botanical
gardens and centers in CT a show will be set up to bring
awareness to the issues and solutions that the students
have brought to light through their works
Botanical gardens in Ct include: