CANSTRUCTIONS PROJECT

5 week project Materials: cans (lots of em), access to a

computer, graphic organizers, display area

The first 4 slides of this presentation ground the teacher in what and why they are doing this project. The remaining slides are for showing to the students and to be shared with the students.

CURRICULAR OBJECTIVES- FOR THE TEACHER- SCULPTURE Demonstrate skills that utilize the characteristics and

expressive features of art and design to communicate meaning (DOK 1-3)

Compare and contrast the technical proficiency of artists to communicate ideas, emotions, and information (DOK 2-3)

Make informed judgments about the relative merits of works of art using observation, description, analysis, interpretation, and evaluation (DOK 3- 4)

Create works of art representing traditional subject matter that use new media (DOK 3-4)

Create works of art representing personal narratives that use new media (DOK 1-4)

Use sketches, plans, and models to create and/or design a functioning work of art (DOK 3-4)

CURRICULAR OBJECTIVES- FOR THE TEACHER- STATISTICS Distinguish between correlation and causation.

(CCSS: S-ID.9) Make inferences and justify conclusions from

sample surveys, experiments, and observational studies. (CCSS: S-IC)

Evaluate reports based on data. (CCSS: S-IC.6) Understand independence and conditional

probability and use them to interpret data. (CCSS: S-CP)

Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. (CCSS: SCP.5)

LESSON GUIDE- FOR THE TEACHER Week 1- Introduce project and fluencies. Explain

rationale for project and integration of sculpture/statistics students. Provide dedicated brainstorming and research time. Emphasize fluencies as a way to demonstrate learning.

Week 2- Emphasize the need to stay on the timeline and thoroughly outline activity. Students practice critiquing data in class for veracity and defensibility.

Week 3- Open discourse about how hunger affects people and communities. Lead students to deeper research into achievement gaps and long terms affects of poverty. Have students evaluate materials for passive voice.

Week 4- Encourage students to be mindful of the sources they are using to support their claims. Play “devil’s advocate” in class group vs. group.

Week 5- Relinquish all activities to students. Have students request what they need to finish on time.

STATISTICS /SCULPTURE

CROSS-CURRICULAR

PROJECT

The Big Picture: Helping the Hungry

FOCUS:MEDIA AND COLLABORATION FLUENCIES Students will work in groups of 6- three

Statistics and three Sculpture students. Using citable research, each group will

prepare a brochure that presents these needs to the community with solid statistical reasoning and backing.

Each group will also design and construct a “cans” sculpture and be able to defend the design on artistic merit and social engagement.

ESSENTIAL QUESTIONS Statistics

How will you convince community members to participate in the cans activity?

What data will you use?

Where will you gather the data from?

Why will you invest your time in this activity?

SculptureWhat color pallet

will you use?How will you

assemble your materials?

Who is responsible for gathering the materials?

Why will you invest your time in this activity?

BRAINSTORMING As a group, and using the essential

questions, fill in a brainstorming organizer to help guide your project forward.

You may use an organizer from the next page, or you may create your own organizer.

The organizer will be an evaluated submission.

BRAINSTORMING ORGANIZERS

INDIVIDUAL RESPONSIBILITIES Students must choose a role and be

responsible for the completion of their part of the project. The student is not solely responsible for the activity they are in charge of.Gather MaterialsDesign SculptureConstruct SculptureCompound DataCreate and Publish BrochurePresent Finished Project

INDIVIDUAL RESPONSIBILITIES CHART

Responsibility Lead Due DateGather MaterialDesign SculptureConstruct SculptureCompound DataCreate and Publish BrochurePresent Finished Project

For each of the six responsibilities, assign a lead group member.

Assign a due date by which the lead must finish their part of the project.

TIME FRAME Beginning Oct. 13th, and ending on Nov.

14th, your group will have five weeks to complete the project.

You must decide on intermediate due dates in your group to present your progress to Ms. Meyer or Ms. Nelson.

Use one of the organizers on the next slide, or one of your own design to create your timeline.

TIME LINE ORGANIZERS

STATISTICS RUBRIC1 2 3 4

Brainstorming Organizer(score x2)

Organizer addresses only essential questions

Organizer addresses essential questions and extension questions

Organizer addresses essential questions, extension questions and gives ideas of where to gather data

Organizer addresses essential and extension questions, gives ideas of where to gather data, and shows interaction with the sculpture students

Timeline Adherence(score x2)

Group adheres to less than half of timeline objectives

Group adheres to 60% of timeline objectives

Group adheres to 80% of timeline objectives

Group adheres to all timeline objectives

Data Analysis(score x4)

Data is gathered and cited

Data is gathered, cited and analyzed in a mathematically manner

Data is gathered, cited and analyzed in a mathematically sound and defensible manner

Data is gathered, cited and analyzed in a mathematically sound and defensible manner that shows deep understanding of the content and context of the data

Media Fluency(score x4)

Brochure attempts to use data to explain why the community should be involved in creating and maintaining food banks and fighting hunger but is difficult for the community to understand

Brochure uses data to explain why the community should be involved in creating and maintaining food banks and fighting hunger but is sometimes difficult for the community to understand

Brochure uses data to explain why the community should be involved in creating and maintaining food banks and fighting hunger and is engaging

Brochure uses data to clearly and concisely explain why the community should be involved in creating and maintaining food banks and fighting hunger and is engaging.

Collaboration Fluency(score x4)

All students completed their lead activity, and students cannot clearly explain how their peers contributed to the project

All students completed their lead activity, and students can clearly explain how 1-2 of their peers contributed to the project

All students completed their lead activity on time, and students can clearly explain how 3-4 of their peers contributed to the project

All students completed their lead activity on time, and students can clearly explain how each of their peers contributed to the project

Statistics Sub-Score

Total points/64= %

SCULPTURE RUBRIC1 2 3 4

Brainstorming Organizer(score x2)

Organizer addresses only essential questions

Organizer addresses essential questions and extension questions

Organizer addresses essential questions, extension questions and gives ideas of where to gather data

Organizer addresses essential and extension questions, gives ideas of where to gather data, and shows interaction with the statistics students

Timeline Adherence(score x2)

Group adheres to less than half of timeline objectives

Group adheres to 60% of timeline objectives

Group adheres to 80% of timeline objectives

Group adheres to all timeline objectives

Sculpture Design and Construction(score x4)

Sculpture was designed and constructed in an unplanned manner

Sculpture was designed and constructed following a rough outline

Sculpture was designed and carefully constructed following a concise blueprint

Sculpture was designed and carefully constructed following a concise blueprint and is daring in execution and/or presentation

Media Fluency(score x4)

Sculpture is clearly made of cans

Sculpture is clearly made of cans and depicts an image beyond a simple pyramid or cone

Sculpture is clearly made of cans, depicts an image beyond a simple pyramid or cone, and demonstrates understanding of artistic composition

Sculpture is clearly made of cans, depicts an image beyond a simple pyramid or cone, demonstrates understanding of artistic composition and is engaging to the audience

Collaboration Fluency(score x4)

All students completed their lead activity, and students cannot clearly explain how their peers contributed to the project

All students completed their lead activity, and students can clearly explain how 1-2 of their peers contributed to the project

All students completed their lead activity on time, and students can clearly explain how 3-4 of their peers contributed to the project

All students completed their lead activity on time, and students can clearly explain how each of their peers contributed to the project

Sculpture Sub-Score

Total points/64= %

RESOURCES Canstruction home page

http://www.canstruction.org/about/ Mead Food Bank

http://meadfoodbank.org/ Brochure design tutorials

http://www.youtube.com/watch?v=FU14g1cOuxo http://

www.youtube.com/watch?v=GmuNS4B7iYE Feeding America

https://secure.feedingamerica.org/site/SPageServer/?pagename=Advocacy_Take_Action