Big Foot Little World By Anna, Kathleen, Devan and Meaghan - PowerPoint PPT Presentation

Big Foot Little World By Anna, Kathleen, Devan and Meaghan

introduction Cycle 2, Grade 3/4 Theme: Environmental Awareness and Consumer Rights and Responsibilities.

Rationale and question of inquiry Question of inquiry: What is your ecological footprint and how can you reduce it? Rationale: Climate change is becoming an important topic politically, socially and economically. In order to help support the development of students into responsible citizens and consumers, it is important for them to become aware of their effect on the environment .

Cross-curricular connection ● MATHEMATICS, SCIENCE AND TECHNOLOGY ● Geography, History & Citizenship

Lesson 1: learning objectives ● Students will have a basic understanding of line by using contour to create an image of their actual footprint. ● Students will be able to use various media (magazines, newspapers etc.) to create their own collage. ● Students will have a general definition of what an ecological footprint is.

Lesson 1: Motivation a variety of books relation to ecological footprint and the environment will be provided:

Lesson 1: media/method and reason for choice The art making method being taught is collage. Students will create an artwork that depicts what they think their ecological footprint is.

Lesson 1: Prototype

Lesson 1-link to following lesson Upon completion of this lesson students will have made a prediction of what they think their ecological footprint This will provide a starting point and some level of understanding for the next lesson Lesson 2 will firmly tell them what makes up their ecological footprint

Lesson 2-Little Foot, Big Pie Duration: 3 periods of 60 mins each Rationale ● builds on what students have learnt in first lesson. ● Students will be introduced to the use of pastel as an art making method to recreate their ecological footprint.

Lesson 2-Learning objectives ● clear idea of what contributes to their ecological footprint ● understand how their everyday life and lifestyle impacts the environment ● understand how to create a pie graph, giving an example of how art and math can overlap ○ understand the concept of line and size and how some of this geometry concepts relate to art ● Students will understand how to use colour and/or pattern to distinguish areas of their artwork ● Students will develop their level of comfort with pastel as an art making method

Lesson 2-ECOLOGICAL FOOTPRINT QUIZ WWW.FOOTPRINTNETWORK.ORG

Lesson 2-RECREATION OF PIE GRAPH

Lesson 2-MOTIVATION-PIE CHART ART PATTERN-LINE, COLOUR

Lesson 2-PASTEL Students will use pastel to create their pie chart art ● This will allow them to blend and mix colours to create their patterns and colours for each section ● Students will be shown how to blend pastels using paper towels ● Create new colours by placing colours over each other (white over red to create pink)

Lesson 2-process of pastel pie chart art

Lesson 2-link to following lesson After this lesson students will: ● Clear idea of what makes up their ecological footprint. ○ Understand how their everyday life impacts the environment ● use colour and pattern to differentiate different parts of their artwork THIS WILL HELP THEM IN THE FOLLOWING LESSON, AS THEY WILL LEARNING HOW THE EARTH MUST REGENERATE ITSELF TO SUPPORT THEIR LIFESTYLES bEING ABLE TO DIFFERENTIATE DIFFERENT AREAS OF THEIR WORK WILL HELP THEM CREATE BALANCE IN THEIR ARTWORK IN THE FOLLOWING LESSON

Lesson 3: The cycle Of Consumption And Regeneration Duration: 3 Classes of 60 mins each Rationale: Students will come to realize what they consume in their everyday lives and understand that nature must regenerate what is Consumed. They will create an artwork that reflects this cycle as well as the Principle of balance.

Lesson 3: Lesson Objectives ● Students will gain a better grasp of their own ecological footprint. ● Students will understand what we consume (i.e. timber, food, paper, energy, etc.). ● Students will understand what nature must regenerate to counter our consumption practices (i.e. forestry, crops, flora and fauna, etc.). ● Students will create a symmetrical artwork that reflects what they consume on one side and what nature must regenerate on the other side. ● Students will develop an awareness of the principle of balance, specifically the concept of symmetry.

Lesson 3: Motivation ● Short Video Called “Using Imagery to Find Lines of Symmetry” ● Popular Artworks that depict symmetry will be shown: Leonardo’s Last Supper. Galles’s Tribal Symmetry 1 O’Keefe’ Cow’s Skull: Red, White, and Blue.

Lesson 3: Motivation Students will partake in three activities to explore what they consume and what nature must regenerate in terms to get a better grasp on what makes up their ecological footprint: 1) Food sources → Go Fish activity 2) Forestry products → cLASSROOM explorers activity 3) Energy Sources → Group Brainstorming Activity sTUDENTS WILL fILL up a handout provided after each activity that will help them create their artwork

Lesson 3: media/method Pencil sketches and drawings on two footprint contours provided ● Left side will be for food products, forestry products, and energy products consumed ● Right side will be for how those same elements are found/Regenerated in nature ● Feet outlines will be cut out and glued onto construction paper in a way that is symmetrical to one another

Lesson 3: Prototype

Lesson 4: A mask with a message! Duration: 2 Classes of 60 mins each Rationale: This lesson is important for it helps students understand their ecological footprint. Moreover, this art-making activity will encourage students to reflect and be mindful of their impact on the ecosystem while creating artwork that represents their consumption practices, waste practices, and identity.

Lesson 4: Objectives ● Students will become more aware of how their consumption and waste practices impact their ecological footprint. ● Students will also have a better understanding of how the energy energy they consume contributes to their ecological footprint. ● Students will construct an artwork that represents their identity. ● Students will develop the skills of applying coloured pigments while painting their masks. ● Students will put together volumes while decorating their masks. ● Students will also explore how materials can be repurposed. ● Students will communicate to an audience the method and message of their artwork.

Lesson 4: Motivation Students will engage in a class discussion of an ecological footprint, with the focus of exploring how their consumption and waste practices contribute to it. ● Example questions: ○ What things do you often consume? ○ aRE THESE THINGS NECESSARY TO CONSUME? whY OR WHY NOT? ○ What type of energy do you consume? Is it renewable? ○ What things do you often waste?

Lesson 4 - Motivation Students will engage in a class discussion about their identity. Examples of questions to be asked: ● What is an important part of your identity (who you are)? ● Why is it an important part of you? What are some things that represent who you are? ● ● Why do these things represent who you are?

Lesson 4: Motivation Students will also observe an art piece titled close BY mARY cROTEAU. Following this, students will engage in a class discussion about this artwork. ● Example questions: ○ What does this artwork show? ○ What is it made out of? ○ What do you think is the message?

Lesson 4: media/method Students will create a mask that demonstrates their consumption and waste practices. ● Forming the mask: Students will trace a mask outline on cardboard or paperboard then cut it. ● Painting the mask:Students will paint the mask with colours created by two primary colours, white, and black. ● Decorating the mask: Students will decorate their mask using materials that represent their consumption and waste practices.

Lesson 4: Prototype

Lesson 5 Objectives (Duration: 3 classes) As the final lesson in the unit, this lesson empowers students to come up with creative solutions to the problems that they have been learning about. They will learn that they can be agents of change! learn to identify an environmental issue having to do with how much we consume and waste (such as energy, water, food…). They will learn to view this consumption in terms of an ecological footprint. In pairs, students will come up with an idea (invention) to reduce the ecological footprint of their city.

Learning objectives (continued) Lesson 5 ● experiment with ideas through sketching and explore potential inventions. practice problem solving skills. ● ● create their 3-D invention in pairs. They will experiment with the properties of different materials. ● create a presentation to the Mayor (acted by the teacher) about their invention.

Motivation! ● As a class we will watch A Short video called “Save the Tree”. ● Group Discussion (what did it make you think about? What do we waste?) ● CENTRAL QUESTION: What wasting behaviours would you like to try to reduce in Montreal? Yuken Teruya’s “Corner Forest” ● What do you notice? ● What materials were used?