FC: Art from Waste
1: By Seon-Yeong Byeon
3: Introduction to My Mixbook My Mixbook presents the significance of recycling to K-12 elementary school students by making new art works from recycled materials, such as glass, paper, metal, plastic, textiles, electronics, and so on. Recycling will prevent waste of potentially useful materials, reduce the consumption of fresh raw materials, reduce energy usage, reduce air pollution and water pollution.
4: Students collects plastic drink bottles as many as possible during a week from the recycleing bins in the cafeteria. First group washes the bottles while removing the labels. Second group colors the bottles with white markers. The last third group works on building the sculpture.
5: A means to make a difference
6: The 3rd grade students use recyclable materials in playing bowling. | You can make a pet you wish to have using a baby food jar.
7: Make a variety of animals, bugs using recyclable materials, such as old CDs, old cloth, molding eye, yarn, and strings. Use scrap woods, sandpapers to make an art work by gluing the pieces or nailing them together.
8: Recycle old newspapers or magazines to make paper beads with your friends. You can build bridges using recycled materials based on your creative design on a bridge.
9: The 2nd graders creat their own recycled robots. | Students can involve the Earth day groceries project displaying their art works made from shopping bags.
10: Students learn to visualize geometric proportions and build balanced structures using long thin strips made from recycled papers. | Based on Eric Carle story, students can explore many different painting techniques and design their own colored papers.
11: Students decorate the boxes “freestyle” using paint and paper scraps. Students deliver the meaning of the “Reuse Paper” message by reusing materials to create a usable receptacle for paper scraps.
12: Students create egg cup flowers using egg cartons, small colorful candy liners/cups, beads, thick pipe cleaners and paper towel or toilet paper roll. | Students build a nest for a bird using an empty quart-sized cardboard milk carton with the help of an adult who cuts a hole in the bird feeder.
13: Using empty aluminum can, students make a 4-inch potted herb plant so that they take care of "their" plants. Using medium size tin can without sharp edges, students make 2inches of picture hanging wire, chop sticks, old paint brushes, twigs, costume jewellery, corks, fake flowers, bottle caps etc.
14: Using magazines or photos, students can achieve an effect similar to mosaics formed of glass, clay or stone. | Students make the bowl any size they would like by changing the width of the base and by stopping any poing the process of building the sides.
15: Using empty pringless box, students make a pencil case with color papers. Using empty aluminum can, white acrylic paint, and fabric scraps, students make a pencil case.
16: My Lesson Plan
17: MixBook Lesson Plan (Copy and Paste from the lesson plan below into the back section of your MixBook) SECTION ONE Author: Seon-Yeong Byeon Email Address: email@example.com Semester Created: 3 LESSON OVERVIEW Title: Our village (Students can make their title up: village name) Brief Description: In this activity, students will create new visual arts using recycling materials such as glass, paper, metal, plastic, textiles, electronics, and so on. ESSENTIAL QUESTIONS/GENERALIZATIONS: What is the one big idea that you want the students to leave your class with? The student understands that Students will understand the significance of recycling to save natural resources. ENGAGING QUESTION/SCENARIO: How will you engage students and set up the lesson? What kinds of art works can students create using recycled materials? Students work as a group to build an imaginary village using recycling materials. They can build a house, tree, flower, road, grass, people, lake, windows, roof, bridge, and many other things. SUBJECT AREA(S) (Put an X by all relevant subject areas.) ___ Math _X_ Science ___ Reading ___ Writing _X_ Social Studies/History ___ Foreign Language _X_ Art ___ Music ___ PE ___ Information and Technology Literacy GRADE LEVEL (Put an X by all relevant grade levels.) ___ Kindergarten ___ Grade 1 ___ Grade 2 ___ Grade 3 ___ Grade 4 ___ Grade 5 ___Grade 6 _X_ K-12 Elementary ___ K-12 Middle ___ K-12 Secondary ___ Secondary DETAILED LESSON DESCRIPTION Standards, Benchmarks, Student Learning Targets (use all that apply as related to the “Big Idea” you are addressing) GLE #1: Statement and Context of the GLE with Show-Me Performance Standards The SWBAT create a mixed media sculpture using a variety of processes and techniques (GLE Visual Art, Strand I: Product/Performance, Select and apply three-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems, Concept A – HS Level 3) (Performance standards 1.6, 2.1, 2.3, 2.4, 2.5, 4.4, 4.5, 4.6). GLE#2: The SWBAT create a series of original, related, functional artworks that communicates a personal idea (GLE Visual Art, Strand II Elements and principles(EP), Communicate ideas about subject matter and themes in artworks created for various purposes, Concept B – HS Level 4) (performance standards 1.6, 2.1, 2.3, 2.4, 2.5, 4.4, 4.5, 4.6). STUDENT ASSESSMENT List the assessment tools needed to address the standards and benchmarks listed above. These can include constructed responses, self-assessments, checklists, selected response, observations, essay, etc. •Self-assessment (using the question: How can you make it? What is an important point? Which is your favorite part?) •Checklists: house, tree, windows, road, flowers, bird, roof, lake, bridge and etc. •Constructed responses PERFORMANCE ASSESSMENT CRITERIA (based on selected content standards and benchmarks; create and link to rubric scoring guide/s.) Scoring Guide COLLABORATION (Describe any collaboration components of the unit. How are other teachers, LMC Specialist, Instructional Technology Specialists involved in your lesson?) •Specialists could involve in class and help students with disability tutoring at cut off a box, roll up the paper, make little hole etc. •Science teacher shows us environmental pollution due to waste by pictures or video at the beginning time (anticipatory). LESSON IMPLEMENTATION Length of Unit (hours, days): Prerequisite Skills: Students must be able to . . . 60 minutes for 4 days. Students must be able to have cutting skill, rolling up skills, pasting skill, using a scissors skill, etc. Students must be able to understand the activity purpose that delivers the significance of recycling to save natural resources. ACCOMMODATION OPTIONS ELL/IEP Students: Assistive Technology Needs: Teacher will provide immediate attention and feedback. Teacher will allow students to work at their own place. Teacher will ask peers to assist ELL/IEP students to make together. Teacher will extend a time and flexible class schedules. MANAGEMENT/ORGANIZATION TIPS (What suggestions could you provide others that would help them implement this successfully in the classroom?) Teacher will provide sample pictures at the beginning of each activity. MATERIALS AND RESOURCES REQUIRED FOR UNIT Big board, paper boxes, paper roller, glue, scissors, eggs carton, newspaper, magazines, old cotton, vinyl, big table, tape, paper, marker, paper, old cloth, bottle caps, Styrofoam, and small rock, etc. TECHNOLOGY Web-based resources (name and link) Introduction: Dungog shire councle Student work and Lesson plan: •Christ Church Episcopal School – The stained glass windows. •Glen Forest Elementary School–Bowling, Bridge, Robots. •Recycle For Life: Science Through Art– 3-D Architectural Scrap Sculpture, The Eric Carle Study: Reusing Copy Paper, A Second Life For Cardboard Boxes. •http://www.kinderart.com/recycle/ – Egg cup flowers, Pencil pot, 3-D architectural scrap sculpture, Magazine mosaics. •http://crafts.kaboose.com – Tin Can Herb Pots, Milk Carton Bird Feeder, Scrap Cloth Pencil Holder. •TipNut.com – Magazine Bowl. •http://www.ehow.com– Paper beads •http://www.earthdaybags.org –Groceries bags, •http://www.makingfriends.com –Animal (baby food jar) •About.com –Animals (CD). •YouTube–view of village UNIT PLAN FLOW CHART/TIMELINE Identify and explain the activities, materials, resources, technology integration strategies, collaboration, and timeline for your lesson. A clear and easy way to complete this section is to identify what you’ll be doing for each step of the process. Day 1: Teacher introduces a project description. Science teacher shows students environmental pollution video-chip or pictures. Student watches the video of village on the YouTube. Student in a group then discuss and choose their team project name. Teacher provides immediate attention and feedback upon request. Using recycling material such as paper boxes, paper roller, glue, scissors, newspaper, magazines, old cotton, and vinyl. Students make a house and trees as a team. Day 2: Using recycling material such as paper boxes, paper roller, glue, scissors, eggs carton, newspaper, magazines, old cotton, and vinyl. Students make a house, trees, and flowers. Specialists could involve in class and help student with disability tutoring at cut off a box, roll up the paper, make little hole etc. Teacher provides immediate attention and feedback, allows students to work at their own place, and allows peer to assist to make together. Day 3: Using the recycling materials, such as paper boxes, paper roller, glue, scissors, newspaper, magazines, old cotton, old cloth, bottle caps, small rock, and vinyl. Student makes a grass, people, lake, road, signal, windows of house. Teacher provides immediate attention and feedback, allows students to work at their own place, and allows peer to assist to make together. Specialists could involve in class and help student with disability tutoring at cut off a box, roll up the paper, make little hole, etc. Day 4: Students merge four small boards into one and decorate their village more polished. Exhibit the constructed responses and introduce or share a small project. Big table, tape, paper, marker, and scissors can be used to merge small boards into one board. Specialists could involve in class and help to student with disability. Teacher provides immediate attention and feedback, allows students to work at their own place, and allows peer to assist to make together, extend a time and flexible class schedules.