Inquiry Unit Plan

Brooklyn Mantai

200364161

EAES 317

Outcome: CH5.3Analyze and describe how arts and pop culture expressions convey information about the time and place in which they were created.

Indicatorb) Describe how changes in art expressions reflect change in society (e.g., examine artistic and social historical timelines)

Planning:

- Have the students play the Pop Culture Game (See Lesson Plan Handout 2)- After the game, have the students think about the following questions:- What were ways your classmates used to describe their card? (Timeframe, colors,

songs, dance etc.) - Have the students create their own pop culture card, this card can consist of:- People they know- People they want to know more about- People who are famous in society today- People who were famous- Different advertisements- Cartoon characters - Have the students hang up their visuals on the board for everyone to see- Compare and contrast each of the students projects (Handout 4) - Teach students about respecting other students artwork before handing out the

sheet and tell them there is no wrong way of doing it

- Give the students a KWL chart on what they know and want to know about pop culture or pop art

- Have the students contribute their knowledge to a class KWL sheet up on the board (Handout 3)

- After representing a class chart, show a video reflecting the deeper understanding of pop culture

- One video option could be What is Pop Art? https://www.youtube.com/watch?v=DhEyoDCTSDQ

- After showing the video, give each student a piece of paper and ask them the following questions

- Students can answer the questions in a written form or by a drawing- These questions should be asked individually in a quiet space- Questions may include: - What does popular culture mean to you?

- How does art influence society? Has art changed over the years? - Have the students share their answers with their table groups or their peers sitting

next to them, then elaborate into a group discussion

- After the students are done sharing, write the 4 elements of art on the board (Art, Drama, Dance, Music)

- Have the students create a web diagram on the board of how pop culture connects to each element or have the students write on sticky notes and post them on the board under each category

- Go through each element and ask the students how pop culture has changed throughout society

- For example: - In 1950 Elvis Presley was a hit artist, girls wore poodle skirts, Televisions were

new and western shows were watched- 1960’s the Beatles were popular, girls wore short skirts, wild colours and patterns,

space fascinations- 1970’s Star Wars came out, disco music, belly bottom jeans were ‘cool’ etc.

- Have the students think about what element of art they are interested in finding more about and how society has changed over generations (creating a timeline for example)

- Students can choose to work in groups, with a partner or individually- After the students choose what category they want to dig deeper into, they can

look at how things changed over the years and how it impacted society- After the students choose the topic they are interested in, have them write on a

piece of paper their topic and group members- If the students decide to work in groups or with a partner, have them write out a

contract- This contract may include the following questions and answers:- What will your role be in the group project?- What part of the project will you be focusing on?- How much time will you be contributing to your assignment?- If your group has challenges throughout the project, how will you work together

to overcome the challenges? - If the student decides to work individually have them plan out there steps through

their inquiry- Make sure the students have their own copies of their commitments and one for

the teacher (see handout Handout 1)- Have the students journey there learning process

Retrieving

- Start by having the class play two truths and a lie - In this game students will stand up and tell there classmates three facts about

themselves and one of the facts will be a lie, in this game their classmates will have to guess which fact was a lie

- After the students had a chance to play this game, the teacher will ask the class if you can trust everything someone says or if everything you read is true

- Hopefully this will lead the students into having a class discussion on why you can not believe everything you hear somebody say or everything you read on the internet

- Since this project relies on a lot of research, students will need to know the correct way to find it

- Scaffold your students on becoming critical readers and thinkers- Have your students report back to you on their findings and guide them into

thinking about it with a critical lens (finding the hidden meaning)- Teach your students some reading strategies, for example skim reading

- Have the students visit their school library and see if the school librarian can teach the students how to properly search for books and how that will help them further if they want to visit the community library

- Questions students may ask when finding research:- If I want to find a book from the library, how do I do so? - If I want to use an online source, how do I do so?- Are my parents a good source to get information from?- Can I trust newspapers or things I see on TV?- (Handout 5)

- Talk to the students about what is and how to create a bibliography - Show the video Citations For Beginners- https://www.youtube.com/watch?v=CDGdqoCyAtw - Have the students write down what they learned from the video- Go over the key points of how to cite sources - Show the students what a citation page looks like and ask them if they need it in

their assignment- Before moving into the next step, make sure students feel comfortable about how

to find sources and how to cite sources- If some students need more help then others, have a peer that feels comfortable

help

Processing

- Create a jar for questions, tell the students that whenever they have a question to get up and add it to the jar (Handout 7)

- This eliminates students who do not feel comfortable asking questions in class to be able to ask anomalously

- Allow the students to choose graphic organizer to organize their information that they feel comfortable using

- Help the students understand what a timeline is and how a timeline will be useful for this assignment

- Allow the students too see an example of a timeline (the students are not forced to follow this layout as there are many option) (See Handout 6)

- Remind the students when they take down information from a website to include the title, author and date

- Have them include in their graphic organizers a section for research - Remind the students to reflect back to what they learning about when finding

sources- Allow the students who are doing the same Art element to share their information

or websites/sources on which they found their information from- Have the students compare and contrast the different websites, sources, books,

etc. they found- Have the students check in with the contract they made to make sure everyone is

following the right steps and return back to the teacher for approval to move forward

- The goal of this assignment is to have students reflect on different forms of art in different timeframes

- Students can choose to stick to one timeframe or represent how it changed over the years

- The way the students want to represent their findings is up to them (no restrictions as long as they get the teacher approval)

- Remind the students to reflect on their learning process throughout their inquiry- Take up the question jar as a class- A few questions you might be asked from your students: - Why does it matter if we cite sources? A: Citing sources is important because we

have to give the author credit for their work, if we do not give the authors credit you may get accused of plagiarising

- Is Wikipedia a good website? A: No it is not because anyone can access and write information on Wikipedia

Creating

- Allow the students to think of ways they want to show their knowledge/findings

- Have the students come up with ideas and write them on the board- Ways students can present their understandings could be:- Poster- PowerPoint/Prezi- Video/ iMovie - Song- Dance- Visual Artwork - Poem/Essay/Story - Pictures- Speech/Interview - Have the students in their group or individually to think about how they want to

show their knowledge

- After have the students think about who they want to present too individually or with their group members

- Options could be: Parents, Teacher, Classmates, Other classes (if acceptable) - Have the students fill out a sheet that tells the teacher how they are going to

present their knowledge and who they want their audience to be - After they have handed in their sheet, have the students work on their draft - Explain to the students why it is important to have a draft/outline of their

assignment before working on their good copy- When students are done their draft, get them to have a peer revise it before

handing the draft into their teacher

- Talk to the students about the evaluation process of their assignments - Have the students write down what they believe they should be marked on- Collaborate with each group/individual on what they chose to be marked on and

create a rubric with the students (Handout 8)- After the students have gone through all of these steps, have them start there final

project

Sharing

- Have the students share their projects in the way they chose in the previous stage

- After have the teacher ask the students questions revolving their assignment, the questions may include:

- How do you believe your presentation went?- Is there anything that I should know about that may have impacted your

presentation? - What did you learn about through this process? - What was successful about your project and what were some challenges you

faced?- Would you have done anything differently? If so what would you have done?- If you could present your presentation again, would you change anything?- Overall, how did you feel about your project? - Have the students write a reflection on how they believe their assignment went

individually - Look back at the KWL chart you made and add to the L (learned) portion

Evaluate

- Evaluate the students learning process and their final project- Discuss with the students as a class what they have learned from the project and

what they have learned through the stages of their project- Have the students evaluate themselves on the rubric that was created with the

teacher- Have the students write an overall reflection about their project on the back of the

rubric - If the students worked in groups or with a partner, have the students give each

person and themselves a mark they believe they deserved - Have the students give an explanation on why they chose to give the grade they

did to themselves and their group members (if applicable) - Have the students hand in everything they did/worked on in their project

ContractYour Name: ____________

Group Members Names if applicable: _________________________________________

Handout 1

Topic: _______________

What is your role as an individual?

What are your group member’s roles (if applicable)?Name: (role)

What will you do if your group has challenges/disagreements or if not in a group how will you get through your challenges as an individual?

Signature of student: _______________________ Signature of teacher: _______________________

Lesson Title: Pop Culture Game Course: Gr. 5 Art

Learning Outcomes/Intentions

Formal Unit Outcome(s): CH5.3 Analyze and describe how arts and pop culture expressions convey information about the time and place in which they were created.

Understandings:-Students will understand that pop art can be represented in the past-Students will understand that artists, cartoon characters, actors, etc. can represent pop art.

Essential Questions:How can pop art be shown in a variety of different ways?How does pop culture represent the historical society?

Knowledge:b) Describe how changes in art expressions reflect change in society (e.g., examine artistic and social historical timelines)

Skills:- Understand what pop culture is and how images can display pop culture

“I can . . .” statements: I can give the definition of what pop art is and include examples used in class or thought of personally

Assessment EvidenceFormative Assessments (Assessment for Learning): Student participation

Summative Assessments: Students creation of pop culture card

SAFETYThere are no safety concerns for this lesson

Materials

- index cards- Timer/stopwatch- Paper to keep score on and pen/pencil

Learning Plan- Prepare cards with an entertainer, political figure, cartoon character, literacy character or other famous names.

Have a variety of well-known and unknown people. (ex. Justin Bieber, Michael Jackson, Ellen DeGeneres, Flintstones)

- Divide the class into groups of 2- Hand out the cards to one student in each group- The student with the card has to explain it to the rest of their group members without stating who the person is- This student will have 2 minutes, while the rest of the group has to guess who the person is- If the students guess the person correctly, they get to keep the card- If they do not guess correctly, the students have to review who the person is and can ask the teacher for

information about the person or ask if they can look up information about it- This game will continue for 5 rounds and the team with the most cards at the end wins

Resources: https://www.education.com/activity/article/pop-culture-race/

ReflectionTo be complete after the lesson is performed

Handout 2

Example of class KWL chart:

Compare and Contrast Worksheet

KNOW WANT to know

Learned

Despite Our Differences!

Handout 4

Handout 3

What is similar about your displays?

Despite Our Differences!

Me My Friend

What are the differences between yours and your friend’s artwork?

Tips for ResearchLibrary

1. Know where your public library or school library is2. Make sure you have your library card with you before you go3. Have the public librarian/school librarian show you how to properly book

mark the shelves when you are browsing 4. Ask where the specific section is in the library on the topic you are

researching or find a computer and search up your topic5. Suggestions would be to prepare yourself before you go to the library by

having an idea of what book you are looking for or an author Online

1. Start with sites you are familiar with2. Check the dates/when the cite was published3. Look into the author of the website 4. Check the domain of the website

Newspaper1. Look for bias 2. Check the author/publisher and the year the information was presented

Television1. Most of the time commercials are shown to display advertisement, therefore

you have to be careful with what you think is true 2. Most TV shows and movies are fictional, therefore they are imaginary and

you can not believe what they say is the truthParents/Guardians

1. Ask them where they got their information from2. Your parents/guardians may believe what they think is true because they are

from an older generation3. If you have questions about what your parents say, try to find the

information on a more reliable source

What did you learn from your friend’s artwork?

Handout 5

Example of Timeline

1950

1960

1970

1980

1990

Handout 6

What your question jar might look like…. https://www.pinterest.ca/pin/188025353169339581/

Handout 7

Rubric Example Done with Student/GroupExcellent Good Fair Needs Improvement

Planning and Organization

The plan was carried out through the entire process. The student took notes during their planning and reflected on how each step of their project went. The student frequently checked in with the teacher to make sure they were keeping on tract.

The student had a plan from the start of the process and carried it through till the end. The student checked off each part of the assignment they completed to keep themselves organized. Strong connections to how their art element was connecting to society (either in the past, current, or future).

The student had an idea of how they wanted to organize their assignment but did not have it written down. The student chose one of the 4 elements of art but did not connect it to how it impacts society.

No planning was shown through the process. The student did not organize their activity at all. The student did not connect to any of the art elements.

Visual/Creativity (poster, PowerPoint, song, dance, etc.)

The display the students had chosen made strong connections to their topic. Images/word choices were creative and well thought of.

The display the students had was creative and connected to their topic.

The student had a display, but did not flow correctly to their topic.

The student did not have any display of their knowledge

Presentation Presentation was done in a timely manner. Student spoke loud and clear. Student was well organized throughout the presentation. Student connected to their topic with excitement and was very knowledgeable.

Presentation was done in a timely manner. Students spoke clearly. Student was organized during the majority of their presentation. Student had a strong idea of their topic.

Presentation was either too short or too long. Teacher had to remind the student to speak up during presentation. Student was not organized and did not know much about their topic.

Student chose not to present their project.