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Project Based Learning
Kristi Shintani November 20, 2014
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Table of Contents
I. Project Rationale ................................................................................................................................. 3 a. Enduring Understandings ................................................................................................................................................ 3 b. Essential Questions ........................................................................................................................................................... 4 c. Academic Vocabulary ...................................................................................................................................................... 4 d. Learning Standards ........................................................................................................................................................... 5 e. Description of Content Areas and Developmental Domains .............................................................................. 6 f. Other learning opportunities ........................................................................................................................................... 7 g. Why I selected this topic and how it meets the needs of students and families ........................................... 8
II. Description of Phase I .................................................................................................................... 10 a. Gathering Information about Families ..................................................................................................................... 10 b. Building Student Interest and Gathering Student’s Ideas ................................................................................. 11 c. Gather student-generated questions .......................................................................................................................... 11 d. Learning Activities ......................................................................................................................................................... 11
III. Description of Phase II ................................................................................................................ 13 a. Family involvement ....................................................................................................................................................... 13 b. Learning Activities & Expert Visitor ....................................................................................................................... 13 c. Opportunities to research through hands-on experiences .................................................................................. 14 d. Questions to enhance student thinking and inquiry skills ................................................................................. 15
IV. Description of Phase III ............................................................................................................... 16 a. Learning Activity ............................................................................................................................................................ 16 b. Debriefing and becoming experts ............................................................................................................................. 16 c. Culminating Event .......................................................................................................................................................... 17
V. Families ............................................................................................................................................. 18 a. Communication with Families ................................................................................................................................... 18 b. Evidence of Family Involvement .............................................................................................................................. 19
VI. Assessments .................................................................................................................................... 20 a. Pre-Assessment ................................................................................................................................................................ 20 b. Formative Assessment .................................................................................................................................................. 20 c. Summative Assessment ................................................................................................................................................ 21
VII. Resources ....................................................................................................................................... 22
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I. Project Rationale
How can we analyze our world using patterns?
During the third semester of my College of Education (COE) journey, I was required to
design a unit based on project-based learning experiences. Project based learning is a new way
to teach children. The students engage in hands-on learning experiences, speak with expert
visitors, investigate field sites, and explore student-generated essential questions. There are also
a lot of benefits of projects. According to Helm and Katz (2011), “projects provide the backbone
of the children’s and teacher’s learning experiences. They are based on the strong conviction
that learning by doing is of great importance and that to discuss in group and to revisit ideas and
experiences is the premier way of gaining better understanding learning.” Based on my
knowledge of project work, I have created a unit based on student interests. The topic of this
unit is patterns. The students will investigate patterns and how we can analyze our world using
patterns.
a. Enduring Understandings One enduring understanding that the students will have is that we can find patterns
anywhere in our community! During this project based learning unit, students will learn about
the qualities a pattern possesses. Then students will examine the patterns they see present in the
classroom. Once students have a good understanding of what a pattern is, they will go out into
the community to find patterns outside of the classroom. By the end of the lesson, the students
will understand that patterns are everywhere! For example, in the classroom, on student
clothing, on animals, in households, and in stores!
Another enduring understanding the students will have is that animals acquire a special
quality called camouflage, which helps them to survive. During one section of the unit, the
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students will study patterns in animals. The students will see how animals use their skin patterns
to protect them from predators. For example, the students will be studying the gecko and its
changing skin color. At the end of the lesson, the students will understand that camouflage is a
skill that animals have to help it blend into their surroundings.
Another enduring understanding that students will have is that some patterns are unique
to a certain culture. During the conclusion of the project, students will research and examine
patterns that are unique to their personal culture. The students will compare and contrast the
qualities of the different patterns. For example, students can compare and contrast tribal patterns
(Hawaiian culture) to Seikaiha pattern (Japanese culture). At the end of the project, students will
understand that patterns across cultures have similarities and differences.
b. Essential Questions Essential questions are questions used to engage the students in higher-level thinking.
Through discussing these questions, students will have a better understanding of the topic at
hand.
a.) How can we analyze our world using patterns?
b.) Where can we find patterns?
c.) How do animals use their skin pattern to survive?
d.) How can we use our patterns to create a classroom community?
c. Academic Vocabulary
Throughout the project, students will learn these vocabulary words to assist their
understanding of the topic.
a.) Pattern – A repeated form or design especially that is used to decorate something
(Merriam-Webster, 2014)
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b.) Repetition – The act of saying or doing something again
c.) Variety – The quality or state of having or including many different things
d.) Medium – The methods or materials used by an artist
e.) Camouflage – Something (such as color or shape) that protects an animal from attack by
making the animal difficult to see in the area around it
d. Learning Standards Listed below are the learning standards present in my project based learning unit.
Visual Arts –
FA.1.1.1 Use various types of art media
FA.1.1.2 Use the elements of line, shape, form, texture, color, and the principles of repetition and
variety in artwork using a variety of art mediums
FA.1.1.5 Use familiar subjects and experiences to create original works of art
FA.1.1.6 Compare artwork from various cultures that have similar themes and subject matter
Language Arts –
CCSS.ELA-Literacy.W.1.8 With guidance and support from adults, recall information from
experiences or gather information from provided sources to answer a question
CCSS.ELA-Literacy.RI.1.7 Use the illustrations and details in a text to describe its key ideas
CCSS.ELA-Literacy.RI.1.10 With prompting and support, read informational texts appropriately
complex for grade 1
Science –
SC.1.4.1 Describe how living things have structures that help them to survive
SC.1.5.2 Describe the physical characteristics of living things that enable them to live in their
environment
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SC.1.5.1 Identify ways in which the same kinds of plants and the same kinds of animals differ
e. Description of Content Areas and Developmental Domains The project based learning unit that I designed addresses numerous standards in multiple
content areas and developmental domains. This project includes the visual arts, language arts,
and science content areas. Throughout phases 1, 2, and 3 of the project, students will engage in
numerous art projects that meet the visual art standards listed above. The students will be using
multiple mediums (e.g. photos, markers, crayons, and sketch pencils) in these activities. The
students will also be using the elements of art to create drawings of familiar subjects and
experiences (e.g. line, shape, color and texture to create a gecko). At the end of the project, the
students will also be comparing patterns from different cultures. During phase 2 of the project,
students will do an activity titled, Camouflage Critter. This activity addresses language arts and
science standards. Students will be shown texts and pictures of different geckos in different
backgrounds. The question they need to answer is, how do animals use their skin patterns to
survive (language arts)? Students will need to explain how physical characteristics of geckos
enable them to live in their environment. They will also examine different types of geckos and
identify how they are different (science).
This project also requires students to engage in multiple developmental domains. The
developmental domains present in this project are language development, social development,
cognitive development, and cultural development. Language development is the process by
which children come to understand and communicate language by expressing thoughts and
feelings; adults help children learn language primarily by talking with them (LSU, 2011).
Students will learn academic vocabulary and new descriptive words through interaction,
instruction, and exploration. Adults will assist students in understanding and applying new
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vocabulary. Social development is the ability to socially interact in an effective, responsive, and
appropriate way. Students will interact with each other, with the teacher, guest speakers, and
parents about their findings. They will learn and practice appropriate social behavior. Cognitive
development is the child’s ability to learn and solve problems. Students will engage in inquiry,
where they will learn to question and find answers. Through inquiry and discovery, the students
will practice their ability to learn and solve problems. Cultural development is the process of
children realizing and understanding their own cultural identity. When students research with
families about the patterns present in their culture, the students are becoming more culturally
aware of their own culture, as well as the culture of others (through comparisons of patterns).
f. Other learning opportunities The topic of patterns is a project that can lead to many other learning opportunities in my
first grade field experience classroom. The curriculum that is currently implemented at my field
placement is, Reading Wonder’s and Stepping Stones. We can use these programs to provide the
students with other learning opportunities. For example, we can have the students begin to study
animals. By going off the topic of camouflage, the students can learn how other animals
camouflage with their surroundings. This topic can also lead into symbiotic relationships
between animals, and how they need each other to survive. We can integrate Wonder’s in this
study by finding a unit that matches the topic of animals.
Another learning opportunity is cultural studies. Since the concluding activity of the
project is learning about cultural patterns, the students can learn more about cultures. The
students can study cultural traditions, values, beliefs, clothing, and entertainment. Students can
also research more about their own culture to help form their cultural identity. By learning about
culture alongside the Wonder’s program, other learning opportunities can arise.
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The students can also learn about math concepts. For example, students can study
measurement, flips and turns, and pattern making. The students can measure lengths of patterns,
create patterns based on measurement, and how to use a ruler appropriately. By incorporating
math into this project, students can also learn about flips, turns, and reflections. Students can
study patterns and examine it to see if the design is flipped, turned, or reflection across a line
(axis). Making patterns itself is also a mathematical standard. Students will learn how to make
alternating patterns of color, shapes, pictures, etc.
g. Why I selected this topic and how it meets the needs of students and families I selected the topic of patterns because it seems to correlate to what the students are
currently learning in my field experience classroom. The students are learning about different
types of animals and their unique qualities (e.g. reptiles, amphibians, birds, fish, mammals). The
students are very interested in learning about animals and what makes them special. The concept
of camouflage seems to create excitement because the students love searching for camouflaged
animals in books and magazines. They are amazed that an animal can blend into their
background. I figured out a way to design a unit that would take camouflage and patterns into a
concrete subject that students can manipulate and explore.
This project meets the needs of the families and students in my field placement because it
addresses the students interests, incorporates family involvement, and cultural identity. Students
are able to learn through hands-on experiences, investigations, and field visits. Through these
learning experiences, the students will be engaged; they will be interested in the topic, and
learning of a different way to view the world. Families are welcome to join the learning in and
out of the classroom. The families will assist the student in assignments and mini-projects. The
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students will also need their families to learn about cultural patterns, while addressing cultural
identity and formation.
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II. Description of Phase I
During phase I of the project, students will be introduced to the topic of patterns. The
teacher creates an anticipatory web to list possible questions and ideas of where the topic could
lead too. The students also create a web of the things they already know about the topic, as well
as, ask possible questions they have about the topic. The teacher provides common experiences
for all the students. For example, reading a book, bringing in an artifact, or watching a video.
The teacher uses a technique to find out what the children already know about the topic and
collects student-generated questions for the investigation.
a. Gathering Information about Families
To gather information about families, I used a survey that was implemented earlier in the
school year. The parent survey asked questions regarding home languages, medical information,
allergies, and goals for the student, and basic information about the family and student. A
handful of the families are bilingual (able to speak two languages). A majority of the families
had math and reading goals for their child. But a lot of families also showed concern for the
student’s ability to speak out loud and present in front of the class. By the end of the year,
families want their children to write and read complete sentences, speak their thoughts in an open
manner, and be able to speak in front of the class.
To collect information about the students, I implemented a project called, “All About
Me.” This project was a poster where students drew their family, wrote about their favorite
things, what they are good at, and what they want to be when they grow up. I discovered that a
lot of students want to be veterinarians, police officers, firefighters, and dentists. I also
discovered a lot of things that the students are good at. For example, a lot of the students are
good at surfing, skateboarding, math, and drawing.
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b. Building Student Interest and Gathering Student’s Ideas
To build the student’s interest in this topic, I will show the class various pictures of
patterns and camouflaged animals. I will also bring in fabric swatches so the children can touch
and feel the different patterns. I will ask the students, “What do these things have in common?”
The students will generate their own ideas and write or draw a list of their ideas. I will ask the
students, “What do you think we can do with these swatches?” The students will generate ideas
of what people use these swatches for. The teacher will lead the class discussion where all
students can contribute their ideas and the teacher will write their ideas on chart paper.
c. Gather student-generated questions
To gather student-generated questions, I will have them write questions on slips of paper
and put them in a jar. After gathering the student’s ideas, more questions will be generated
naturally. I will list all questions on chart paper. I will also facilitate the discussion to lead the
students in the directions listed on my anticipatory web. I will mention possible topics to
students and offer divergent questions for the students to mull over.
d. Learning Activities Learning activity lesson number one is titled, “What is a pattern?” This will be an
introductory lesson introducing the topic, Patterns. In this lesson, the students will be learning
what a pattern is and the specific qualities that a pattern contains. The teacher will read the book,
“Patterns” by Brenda Parkes. The students will be able to view different types of patterns (e.g.
clothing, fabric, furniture, animals, etc.). The teacher will act as the facilitator to engage students
in a discussion to compare and contrast the patterns that they have seen. At the end of the lesson,
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the students will engage in an activity where they must find patterns in the classroom and find
patterns on their classmates.
Learning activity lesson number two is titled, “Picture Patterns!” In this lesson, the
students will be given one disposable camera each. As homework, the students will go home and
venture into their community with a family member. The students will need to take at least five
pictures of patterns in their community (e.g. bricks, paintings, rugs, etc.). The family member
will print the picture and have the student bring it to class the following week. The students will
return to school with their pictures and have a discussion about where they found the patterns
and what the pattern is used for.
Learning activity lesson number three is titled, “Create a class quilt!” In this lesson, the
students will use the pictures they printed to create a class quilt. The students will discuss the
patterns they see and any AHA’s while doing the project (e.g. the quilt is a pattern itself). To
make the quilt, the students will glue their pictures on a large construction paper, corner to
corner, to create a quilt like pattern.
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III. Description of Phase II
During phase II of the project, students will be developing the project by engaging in
field visits, expert visitors, and additional learning activities. In this phase, the teacher also
focuses on bringing families into the project by implementing a family based activity. The
students sharpen their observation skills, inquiry skills, and analysis skills during this phase. The
teacher engages the students in activities that will sustain their interest and questioning in the
project.
a. Family involvement To involve families in this project, I will be implementing several activities that require
family participation. In the learning activity titled, “Picture Patterns” in phase I, the students will
be working with family members to take pictures of patterns in their community. Another
learning activity is titled, “Cultural Cutouts.” In this activity, the students will be researching
patterns relevant to their culture. Families will assist the students in finding an appropriate
pattern (e.g. tribal print for Hawaiian culture). When the students attend field visits and/or expert
visitors, a family member will also attend the excursion with their child. The family and child
will discuss topics of interest while the family member writes down thoughts and questions that
arise during the discussion. Parents will contribute to a whole group discussion when the entire
class comes back together to discuss what was learned during the field visit/expert visitor.
b. Learning Activities & Expert Visitor
Learning activity number four is an expert visitor. This expert visitor is an artist
specializing in graphic design from Aloha Graphics in Downtown Honolulu. In the artwork of
graphic design, patterns are essential to the design because patterns create unity and uniqueness.
Certain patterns create a look that is aesthetically pleasing to the eye. If a design were
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mismatched, the design would not be pleasant to look at, forcing the buyer not to purchase it.
The graphic designer will come into the classroom at 10:00 am and speak to the class about
designing and the relevance of patterns. The guest speaker will provide a printing activity for the
students to experiment with. For example, students will create their own stamp (foam board) and
practice the art of printing (paper) to create an artwork that is aesthetically pleasing.
Learning activity number five is the field visit. The teacher will recall what the students
have been learning about so far before the site visit. The students will visit a fabric factory
where they design and produce fabric. Students will observe how company’s mass-produce
fabric (e.g. machines, cutting, dyeing, drying, etc.). The students will spend the whole day
examining the fabric and how the production works. The students and families will come back
as a whole group to discuss what they seen and any AHA’s that the students have come across.
Learning activity number six is titled, “Camouflage Critter.” The teacher will begin the
lesson by introducing camouflage and how animals use it to survive. The students will create a
gecko using different mediums. Each student will have a cardstock paper and a cardstock cut out
of a gecko. The students will choose a background to match their gecko (e.g. rainforest, ocean,
grass, etc.). The children will design the gecko to match their chosen background. At the end of
the lesson, students will have to explain how colors and patterns help the animals to survive.
c. Opportunities to research through hands-on experiences During this phase of the project, the students will have many opportunities to research
though hands-on experiences. For example, during learning activity number two, students will
be using the medium of photographs to research patterns in the real world. In learning activity
number three, students will collaborate to put together a quilt made of the photographs they took.
In learning activity number 4, students will be creating their own patterns on a foam board and
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learn to print their pattern on paper using printing paint. By engaging in hands-on activities, the
students are able to learn through concrete experiences that allow them to make connections
between content and real life. Hands-on activities also act as a great motivator for learning.
Students are having fun while also learning highly skilled trades (Grandin, 2013).
d. Questions to enhance student thinking and inquiry skills In project based learning, inquiry is a key teaching strategy that encourages higher-level
thinking and critical thinking skills. In inquiry, students ask questions, seek answers to
questions, and wonder about the world. During this unit plan, I used these questions as guiding
questions to encourage students to think about the concepts at hand.
Overarching Question: How can we use patterns to analyze our world?
Lesson 1: What is a pattern? What qualities does a pattern possess? What do we use patterns
for?
Lesson 2: Can you think creatively to find patterns in your home and community? Where did
you find patterns in your community?
Lesson 3: How can we use our patterns to build a community? Are any of the patterns the same?
What makes our quilt unique?
Lesson 4: How do artists use patterns to create a design? How are patterns relevant to art?
Lesson 5: Where can we find patterns? Are patterns only limited to clothing?
Lesson 6: How do animals use their skin patterns to survive? Why did you choose those colors
for your gecko?
Lesson 7: What patterns are unique to a culture? What do you notice about these patterns? What
do you notice about the colors? What are your other observations?
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IV. Description of Phase III
During phase III of the project, students will conclude the project. In phase three, the
students decide what has been learned, decide how to present their learning, and go into the
process of sharing it. The teacher debriefs with the students, reviews the project through
documentation and assesses the achievements of the goals. The students focus on what was
learned through a culminating activity. This culminating activity allows the children to see
themselves as learners and gain confidence in their ability to undertake investigations and solve
problems (Helm and Katz, 2011).
a. Learning Activity The last learning activity (activity number seven) of the unit is titled, “Cultural Cutouts.”
The students and families will return home and research patterns relevant to their culture (e.g.
tribal for Hawaiian culture). When a cultural pattern is selected, students will work with a family
member to replicate the pattern on a 4” x 4” sheet of paper. Students will return to school and
present their pattern to the rest of the class and explain what culture the pattern is representing.
b. Debriefing and becoming experts After the last learning activity is completed, the students will engage in a debriefing. In
the debriefing, students will discuss what they have become experts in. The students will sit in a
circle with their pattern evidence in front of them (self-created pattern, camouflage gecko, class
quilt, and cultural pattern). The teacher will act as the facilitator to lead the debriefing
discussion. The teacher will start the discussion off by asking the question, what do you know
now that you did not know before the project? The students should respond with answers
regarding patterns in the community, production of patterns, patterns as designs, and patterns
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used as a survival mechanism. Then the teacher will ask, what do you feel you are experts in?
The teacher should expect a variety of answers. The teacher will ask, if you could do this project
again, what would you like to learn more about? What would you like to do differently? The
students will provide a variety of answers for this question as well. The teacher should chart
their responses or record their responses for later interpretation and assessments.
c. Culminating Event To show families, teachers, faculty, and staff their newfound knowledge, the students will
present their patterns in an open house exhibit. Each student will receive a cardboard
presentation board, where they will place all evidence of the project. The students will glue their
created patterns onto the presentation board. The student’s drawings, evidence, write ups, and
notes will be in a folder in front of the presentation board for visitors to look at. The students
will decorate their presentation board to their liking and place it in the classroom. The class quilt
will be hanging from the ceiling near the front of the classroom. To share with others, the
students will create an invitation inviting their family to the open house. The teacher will send
out invitations to other grade level teachers, faculty, and staff members. On open house night,
students will stand near their presentation board to answer any questions visitors may have about
the project.
Please Join Us! You are invited to _(classroom)_’s open house! On _(date)_ at
_(time)_, we are displaying the children’s work created throughout our project-based unit.
____ Yes, I will be attending. ____ No, I will not be attending.
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V. Families
A benefit of the project approach to learning is parental involvement. When children are
young, parents tend to be more involved and more enthusiastic about the child’s schooling.
There is no doubt that parental involvement is directly correlated to student success in the
classroom (NEA, 2008). According to the project based approach textbook (Helm and Katz,
2011), four key types of parental involvement occur in project based work that impacts student
success: volunteering, learning at home, communicating with the home, and collaborating with
the community. As projects occur in the classroom, parents seem to more interested in the work
students are brining home and what they are learning in school.
a. Communication with Families At the beginning of the project, I will send home a newsletter introducing project work to
the families and what we will be learning about in the classroom. In this newsletter, I will notify
the parents of the various experiments, investigations, field trips, and activities we will be doing.
I will encourage the parents to join in on the fun in any way possible. For example, encouraging
the parents to attend field site visits, volunteer on investigation days, speak about the project at
home with their child, and doing research outside of classroom time.
Before the project begins, I will create a class website using weebly. Every Friday, I will
post pictures, list comments, and write a blurb about what the class did the past week. I can list
questions the students had, experiments that they tested, and results of the experiments. I will
also write a paragraph about what the class will be covering during the upcoming lesson. I will
also leave a comment box for parents if they have any questions or concerns about the project
work. By having this website, the parents can still be involved in the learning process if they are
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not able to physically be in the classroom. I can also list materials that the class needs if the
parents want to donate class materials (e.g. paper, pencils, clipboards, disposable cameras).
Throughout the project, I will also send out notifications to parents inviting them to join
discussions and field visits. For our field trip to the fabric factory, I can ask for five to seven
adults to join us. During our discussion days and debriefing days, families can also join in to
discuss what they child has been doing at home to contribute to the project.
b. Evidence of Family Involvement
Family involvement is evident throughout my project based learning unit. I begin
including families before the project begins by notifying them of project-based learning and our
upcoming project. A class website is created as a communication tool between teacher and
parent. I will also ask parents to volunteer throughout the project (e.g. discussions and field
trips). Some work days, I require the students to bring their work home to work on it with their
parents. For example, for the picture patterns lesson and cultural cutouts lesson, the students
need assistance from their families to complete the projects. This way parents do not actually
need to take time off from work to be involved in the child’s schooling. I also involve families
in my project by inviting them to the culminating event. Parents, families, teachers, faculty, and
staff are all invited to see all the hard work the students have put into creating this project.
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VI. Assessments Assessments are essential to project work because it demonstrates the child’s growth
throughout the project. The main type of assessment used in project work is called,
documentation. Documentation is when a teacher carefully collects, analyzes, interprets, and
displays evidence of learning (Helm and Katz, 2011). Documentation includes assessments in
the form of observations, anecdotal notes, work samples, audio recordings, photographs, and
videos. Comprehensive, good-quality documentation of a project can provide evidence of
children’s learning in all areas of development: physical, emotional, social, and cognitive.
a. Pre-Assessment
As a pre-assessment prior to the project, I will see what the students already know about
the topic. I will give students a piece of blank computer paper and ask them this question, “What
do you think a pattern is? Draw me your ideas on this piece of paper.” As the students are
finishing their drawings, I will write down their thoughts as they turn in their computer papers.
By having this as a pre-assessment, I can see what the students already know about patterns. I
can find out if the students already know what a pattern is or if other students have a different
idea of what a pattern could be.
b. Formative Assessment
The students will engage in various formative assessments that will allow me to know
where the students are in understanding the topic. The first formative assessment that I will
implement is called, temperature check. Throughout the project, I will ask the students to hold
up their fists to their heart. The students will hold up a 1 if the student does not understand the
topic and needs a lot more support. The student will hold up a 3 if they kind of understand the
topic but need a little bit more assistance. The student will hold up a 5 if the student completely
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understands the topic and does not need guidance right at this point during the project. This
formative assessment will allow me to gauge the student’s level of understanding.
Another formative assessment that I will be implement is called, Muddiest Point. This
formative assessment will occur at the ending of a lesson. On a half sheet of folder paper, the
students will write one question they have about the topic or anything they are still wondering
about. If the students do not have any questions or concerns, they will write one thing they
learned today. By implementing this formative assessment, I can collect investigation questions
from the students and go over any confusing concepts the students are unclear about. I can also
find the student’s “take aways” from the lesson.
c. Summative Assessment As a summative assessment, I will create a checklist of learning objectives I hope the
students have achieved. For example, on my checklist I will list the following criteria (check yes
or no):
• Did the student ask questions throughout the project?
• Did the student seek answers to investigation questions?
• Did the student participate in class activities?
• Did the student have an enduring understanding of patterns at the end of the project?
To collect this data, I will engage in interviews and collect work samples to collect
student information. By interviewing the students, I can record direct responses to questions I
ask the student regarding patterns. By collecting work samples, I can physical evidence of how
the students meet the criteria. It is also a great way to show families, faculty, and staff the
learning process the students went through. I can combine all assessment tools to create a folder
for the student of the project process.
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VII. Resources Aloha Graphics, Graphic Designer. 64 South Hotel Street. Honolulu, HI. 96813.
This is the resource I used for the expert visitor. I located this design shop via the Internet.
This is a local graphic design shop located in downtown Honolulu. I will have someone
who works there visit the classroom to speak about the importance of patterns in art.
Helm and Katz. Young Investigators: The Project Approach in the Early Years. 2nd Edition. New
York, NY: Teachers College Press; 2011.
This is our class textbook I used to gather all the information I have regarding project
work. I referenced this book throughout the unit. I used this book as a framework to help
me write out my project.
Grandin, T. The Importance of Hands-on Learning. http://www.huffingtonpost.com/temple
grandin/the-importance-of-handson_b_4086423.html. Published October 11, 2013.
Accessed November 6, 2014.
This is an article that informs the reader about the importance of hands-on learning. I
used this in my paper to discuss the benefits of hands-on learning for students. I
referenced this article when writing about how students will engage in research through
hands-on learning.
Na. Six Developmental Domains.
http://cms.lsuagcenter.net/mcms/relatedfiles/%7B029D0F60-C060-4012-9DDA-
41627C301471%7D/Regs-6-RS-Six-Domains.pdf. Published August 2008. Accessed
November 3, 2014.
This is an article that discusses the six developmental domains. I referenced this article
when writing about which developmental domains are present in my unit plan. I used this
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article to help write the definition of the different developmental domains.
NEA. Parent, Family, Community Involvement in Education.
http://www.nea.org/assets/docs/PB11_ParentInvolvement08.pdf. Published 2008.
Accessed November 6, 2014.
This is an article written by National Education Association regarding the importance of
parent, family, and community involvement in education. I referenced this article when
discussing the benefits of family involvement in project work.
Na. Patterns. http://www.merriam-webster.com/dictionary/pattern. Published 2014. Accessed
Number 6, 2014.
This is an online dictionary that I used to help define academic vocabulary words present
in my project based learning unit.
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Camouflage Critter First Name Kristi Last Name Shintani
UH Email [email protected] Date October 23, 2014
Semester Fall Year 2014
Title Camouflage Critter
Lesson Overview: Please briefly summarize your overall lesson plan
Students will continue to learn about patterns, colors, and how we can analyze our world using patterns. The teachers will introduce camouflage and how animals can use camouflage to survive. To demonstrate their understanding during the lesson, students will create a camouflage cutout of a gecko. Students will explain how the different colors and patterns can help an animal to survive.
Integration with other content areas: Common Core State Standards (CCSS): CCSS.ELA-Literacy.W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
CCSS.ELA-Literacy.RI.1.7: Use the illustrations and details in a text to describe its key ideas. CCSS.ELA-Literacy.RI.1.10: With prompting and support, read informational texts appropriately complex for grade 1. CCSS.SC.1.4.1 Describe how living things have structures that help them to survive CCSS.SC.1.5.2 Describe the physical characteristics of living things that enable them to live in their environment CCSS.SC.1.5.1 Identify ways in which the same kinds of plants and the same kinds of animals differ
Duration of lesson 1 class period (50 minutes)
Enduring Understanding(s): Students will be able to understand how camouflage coloring helps an animal hide in its environment to increase its chances of survival. Students will be able to understand how we can use patterns to view our world and where we can find patterns. How do geckos use their skin patterns to survive?
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Guiding Question(s):
How do geckos use their skin patterns to survive? What are the colors and patterns on a gecko? Why did you choose those colors and patterns?
Connection to GLO(s):
GLO #1 - Self Directed Learner: The ability to be responsible for one’s own learning. GLO #4 - Quality Producer: The ability to recognize and produce quality performance and quality work GLO # 5 - Effective Communicator: The ability to communicate effectively
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Standard/Benchmark Specific content area standard/benchmark – performance task gives students opportunity to demonstrate knowledge to meet the benchmark ACEI 2.1 – 2.4 – Content Area Knowledge (2.1 Language Arts, 2.2 Science, 2.3 Math, 2.4 Social Studies) Candidate demonstrates knowledge, understanding and use of content area concepts, learning theory, and processes to design instruction FA.1.1.1 Use various types of art media FA.1.1.2 – Use elements of line, shape, form, texture, color, and the principles of repetition and variety in artwork using a variety of art mediums
Assessment
Formative assessments applied appropriately throughout lesson Summative assessment includes checklist or rubric ACEI 4 – Informal and formal assessment Candidate plans appropriate formative and summative assessments to guide and assess student learning, including scoring criteria Formative: Complete “D.I.Y Pattern” handout Summative: Completed gecko, with color and design Explanation of how geckos use their colors and patterns to survive Name: FA.1.1.1 Use
various types of art media
FA.1.1.2 – Use elements of line, shape, form, texture, color, and the principles of repetition and variety in artwork using a variety of art mediums
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Activities/Instructional Strategies Clear steps that convey the use of multiple strategies, resources and technology ACEI 3.1 – Knowledge of students and community; Integration of knowledge for instruction Candidate designs learning activities that:
• Uses a variety of instructional strategies • Integrates knowledge of students, community, subject matter and curricular goals • Incorporates a variety of resources • Uses technology where possible
*ACEI 3.2 – Adaptation to diverse students Candidate designs student-centered instructional tasks and incorporates varied strategies to enable all students to achieve learning goals, and are appropriate to the needs of students who are culturally diverse or have exceptional needs. ACEI 3.3 – Critical thinking, problem solving and performance skills Candidate demonstrates understanding of cognitive processes associated with various kinds of learning, and incorporates strategies that encourage students’ development and use of critical thinking and problem solving. Opportunities offered for inquiry, active learning, individual work and pairs/small group interactions ACEI 3.4 – Active engagement in learning Candidate plans instruction that:
• Fosters student motivation and active engagement in learning • Incorporates independent and pairs/small group learning • Helps students to assume responsibility for themselves and others, and monitor their own
learning ACEI 3.5 - Communication to foster learning Candidate plans instruction that uses oral and written discourse between themselves and students to foster:
• Active inquiry and collaboration • Positive relationships and social interaction
K-6 students’ use of effective communication strategies Introduction:
1. Gather the students to the carpet 2. Explain the lesson: “Today, we will continue to learn about animals and their
environments. We will create our own geckos and measure them. But first, I would like you to complete this “DIY Pattern” handout. You will create your own pattern! Listed is a checklist of the required things you must have on your pattern: two colors and at least 1 type of line (e.g. wavy, straight, etc.)
3. Give students 10 minutes to complete the pattern. Collect papers and enter geckos.
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4. Show the students different species of geckos and ask the students what they know about the animal.
5. Explanation of gecko activity: “There are many species or types of geckos. They live in different places all over the world. Geckos come in different colors, shapes, and sizes. The unique patterns on their skin help them to survive in different environments.
6. Show different pictures of geckos that are camouflaged with their environments. For every picture, ask the students what they think the environment or background is. Ask students why they think geckos might sit and hide from their predators.
7. Explain rules and expectations: “When you go back to your desk, all you need are your pencils, crayons, markers, and colored pencils. I will pass out your materials, which are white cardstock cutouts of geckos. You will all have different sizes and that is okay. You will find out why you need different sizes later. You will also get a white cardstock paper for your background for your gecko. Please leave the materials on the side until I ask you to touch them.”
8. Excuse the students to their desk and begin art lesson.
Guided Practice: 1. Give the students the scenario: You are now a biologist, a biologist is a scientist who
studies living organisms and camouflage coverings. You have a gecko friend her name is Gabby Gecko. She wants to come out to catch bugs to eat, but she’s afraid that a predator or another animal might catch and eat her. She needs your help to hide from her enemies!
2. Directions: Choose an environment for Gabby, maybe like a tree trunk or a pile of rocks. Let’s be creative! Choose a color for your background and color your white paper. Add some patterns on your background. For example, make dots, use lines, or create unique designs. When you are done coloring your background, place your gecko on top of the background. Match your gecko to the background. This will help Gabby blend or camouflage into the background to escape from the enemies. When you are done coloring, work with a friend that is done and measure Gabby. Make sure your partner does not have the same size gecko.
3. Measuring: Use the connecting cubes to measure how long Gabby is. You will share with the class how long your gecko is.
4. Measuring: Allow students to measure geckos using connecting cubes. Students will record their measurement on a separate sheet of paper.
5. Measuring: Tell the students to leave their cubes connected and place them on the teacher’s desk. After all students have shared their gecko size, the students will help the teacher compare the sizes of the geckos. Students will identify similarities, differences, and observations.
Closure:
1. Gather students to the carpet. 2. Explain the importance of geckos blending into their environment (camouflage) and how
they use colors and patterns to survive. 3. Allow students to turn to their side partners and share their ideas. 4. Come back as a class and ask a few students to stand up and share their ideas with the
class.
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5. Announce to the students the homework: For your homework, I would like you to go home and tell your family about your gecko project. Then, you and a family member can work together to research and create another gecko. You can work with a brother, sister, mom, dad, aunty, grandma, or any other family member. You must research any type of gecko, but you must make your new design look like the gecko you researched.
*Reference for Differentiation (from ACEI 3.2 above) Adaptations connected to instructional strategies, the learning environment, content, and/or assessment/performance task for individuals and/or small groups, e.g., ELL/MLL, struggling, accelerated, 504/IEP, etc.
TYPE OF LEARNER
Reference the steps of the lesson plan activities/instructional strategies above for each applicable group and/or individual (i.e.,
ELL/MLL, Steps 1, 5, 7, 11). If your accommodation pertains to the standard/benchmark and/or assessment then reference these items
accordingly. Make sure your lesson plan notes any necessary accommodations related to instructional strategies, learning
environment, content, performance/assessment task, etc.
ELL/MLL
To support English Language Learners (ELL), I can learn academic vocabulary in the student’s own language. For example, if the student has another word for gecko in his/her own language, I can say it to ensure student understanding and support.
Struggling
To support struggling learners, I can demonstrate think-aloud’s to help students through the thinking process. I can create student friendly definitions of words to ensure that the student understands the content needed to be learned.
Accelerated
To support accelerated learners, I can allow the student to use actual rulers to measure the length of the lizard, instead of using connecting cubes. This will challenge their thinking, allow the students to think critically, and learn measurement skills.
Others (describe)
Connections to Family/Community Knowledge
The ways in which the learning activity either directly or indirectly connects to families and/or community knowledge through resources, experiences, activities, etc. that promote
family engagement.
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Please note and/or paste any supporting materials (i.e., teaching materials, custom lesson plans, etc.) into the space below. You may use as many pages as needed beyond the space below to paste your materials.
Materials • Images of different geckos to show a variety of colors and patterns • Cutout gecko templates (Teacher will prep) • Art mediums (markers, crayons, and color pencils) • Measuring tool (connecting blocks)
Students and families will have to work together to research and create a gecko of choice. A family member will be required to assist the student in researching gecko species on the internet and creating a unique gecko replica.
