Mel+Chin

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 * Big Idea: Community **


 * Unit Title:** What is a community? How can I make a difference?


 * Images of Artwork:**


 * Research information about the artist and his work:** Mel Chin (Houston, TX) is an artist who uses ecology, botany, and alchemy to better areas that have been ravaged by disaster or are just downtrodden areas to begin with. He uses his work to make a statement and address issues of habitat devastation, restoration, and sustaining the planet’s biodiversity. For example in a project called “Revival Field”, Chin used 6 plants known as hyperaccumulators and planted them in an ex landfill site in St. Paul, MN. The idea behind these plants is to have them remove heavy metals such as zinc and cadmium from the soil. Another project called “The Fundred Dollar Bill Project” has become a nationwide project which challenges students and the government to help rebuild New Orleans. Students are given a blank pallet in the form of bills of money. The student then fills out the dollar bill with their own art work and an amount. “The “artworks” created by students will be collected by a special armored truck and delivered to the Federal Reserve and Congress in Washington D.C. where an even exchange of the value of their art currency for actual funds or services will be requested.”


 * Key Concepts:** Community is a group effort ●Communities needs leaders ● Communities needs Idea proposers

What does a community do for its members? How can you give back to the community? What can you do after creating a plan? How can you make your or other communities better places to live? How can you educate the community about the enviorment?
 * Essential Questions:**

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 * Lesson 1: Giving back to the Community **


 * Time:** Two 45 minute sessions

After completion of this lesson students should be able to:
 * Lesson Objectives:**
 * Use steps in a process to create a plan for a project
 * Reflect on their work and critique it constructively
 * Understand the importance of giving back to the community


 * Teacher Supplies:**
 * Powerpoint over the work of Mel Chin (include photographs)
 * Supplies to plant a tree


 * Student Supplies:**
 * Journal & pencil


 * Method of Instruction:** Individual work & group collaboration

//Day 1:// After viewing the slideshow over the work of Mel Chin we will briefly discuss the importance of his work. The students will then be asked to create an idea for a project they feel would benefit our community. They will write it in their journal. Next we will discuss our ideas as a class. I will then introduce an idea for a project which involves planting a tree in the community. I will go over the steps of a process which we need to meet while creating a plan: Brainstorm, Set Goals, Define Activity, Define Objectives, Task List, and Perform.
 * Instructional Content:**

//Day 2:// This day we will spend actually acting out the plan. We will plant a tree somewhere in the community. This part of the lesson plan will not necessarily occur the very next day. We will probably do it about a week later to solidify the process and give time to get the supplies needed.


 * Assessment:** There will be several forms of assessment available for this lesson. First the teacher can mentally monitor the cooperation of each student. The teacher will also be able to assess the journal entries of each student. After the tree is planted the students will be asked to look at our plan and then think about the actual process. How do they compare? What can we do next time to ensure better success? How can we incorporate the community in our class project?

The student develops and organizes ideas from the environment. The student is expected to: communicate ideas about feelings, self, family, school, and community, using sensory knowledge and life experiences. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: combine information from direct observation, experience, and imagination to express ideas about self, family, and community.
 * 5th Grade Art TEKS:**
 * (5.1) Perception**
 * (5.2) Creative expression/performance**

Writing (15) The student writes for a variety of audiences and purposes, and in a variety of forms. The student is expected to: write to express, discover, record, develop, reflect on ideas, and to problem solve. Math (11) The student applies measurement concepts. The student is expected to: measure to solve problems involving length (including perimeter), weight, capacity, time, temperature, and area. Science (2) The student uses scientific methods during field and laboratory investigations. The student is expected to: plan and implement descriptive and simple experimental investigations including asking well-defined questions, formulating testable hypotheses, and selecting and using equipment and technology.
 * Interdisciplinary TEKS:**


 * Lesson 2: Picture This! **


 * Time:** a week to collect items and two 45 minute classroom sessions

After completion of this lesson, the student should be able to:
 * Lesson Objectives:**
 * Work successfully in a group to complete assignments
 * Understand that group efforts accomplish more than a person standing alone
 * Use random objects to create art which expresses their ideas


 * Teacher Supplies:**
 * Butcher paper
 * Markers
 * Scissors
 * Glue
 * Paint
 * gloves
 * Presentation of photographs of Mel Chin’s work


 * Student Supplies:**
 * Objects found within designated community site or recycled items


 * Method of Instruction:** Group collaboration & independent work

The week prior to the assignment students will be asked to bring in items that they have found polluting our community. These can be items they picked up in their own street or at the park or on our own playground. They will also be encouraged to bring in items that are commonly seen polluting the streets. For example they can bring in an old coke can or fast food bag because these are things we see on the side of the road.
 * Instructional Content:**

//During the collection week:// We will be discussing what is pollution and the effect that it has in the envoiorment. The teacher will bring in examples of pollution and things that would be considered trash. The class would talk about how we could help the community with littering and the different ways that people litter and ways that we could reverse that.

//Day 1:// On the first day of the assignment we will continue our study of Mel Chin. I will show further pictures of his work and explain why he chooses to create his work in areas of devastation. We will discuss some of the items the children have picked up and where they found them. We will also discuss items that we typically see as pollution. Finally I will have the students record in their journal some ideas of what piece of art they will create with their collected items which will portray their feelings on the issue of pollution in our community.

//Day 2:// On this day the students will come to class to create their work of art. I will provide them with butcher paper, markers, and other art supplies to use alongside their recycled items. They will have the 45 minute session to create a piece of art that represents their feelings towards the pollution they see daily in their community. The following week when all the artwork is complete I will have it displayed in the recreation center of the school as if it were a gallery. They will be able to observe each other’s art and choose a piece that reaches out to them the most. They will then be asked to reflect on the piece in a journal entry. They will be guided to express why it stood out to them and what it said about pollution, community, or doing your part.


 * Assessment:** The assessment for this lesson will be to assess the work of art from each student in comparison to their journal ideas. I will be looking to see if they are able to transfer their thoughts to paper and then to artwork. I will also look at their final journal entry to see if they can critique artwork constructively and thoughtfully.

(2) The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (A) invent images that combine a variety of colors, forms, and lines; (B) place forms in orderly arrangement to create designs; and (C) increase manipulative skills, using a variety of materials to produce drawings, paintings, prints, and constructions.
 * 5th grade Art TEKS:**

Writing (15) The student writes for a variety of audiences and purposes, and in a variety of forms. The student is expected to: write to express, discover, record, develop, reflect on ideas, and to problem solve. Writing (23) The student understands and interprets visual images, messages, and meanings. The student is expected to: describe how illustrators’ choice of style, elements, and media help to represent or extend the text’s meanings. Science (3) The student uses critical thinking and scientific problem solving to make informed decisions. The student it expected to: represent the natural world using models and identify their limitations.
 * Interdisciplinary TEKS:**