Trash to Treasure
Author: K. Chad Graham
School District: Massena Central School (Jefferson Elementary School)
Intended Audience:
Content Area: English Language Arts
Course Title: Writing
Grade Level: 5th
Technology Integration:
Technology Hardware: LCD Projector, Smartboard Airliner Tablet, student computers
Technology Software: Microsoft Frontpage (student use),
Internet Resources:
Other Content Areas for STEM Integration:
Content Area: Technology Integration
Problem Statement:
This should be posed as a problem that students will be addressing. This will be the focus of the learning experience.
The class would like to show other people in the community the art they created at the start of the “Trash to Treasure” project. Many traditional forms of communication or displays utilize certain resources that would create unwanted trash or waste (the opposite message behind the unit).
Essential Question:
This is one focus question that promotes inquiry based learning and allows for multiple solutions and processes.
How can the class show the community the “Trash to Treasures” gallery collection without creating additional waste?
Learning Objectives:
By the end of this learning experience students will be able to:
Students will create a written analysis of their previously created “Trash to Treasure” sculpture.
Students will use this writing piece to design pages that will be compiled into an online “Trash to Treasure” art gallery.
Students will be able to perform basic functions within the Microsoft Frontpage web design program.
Set a theme in Frontpage
Insert a picture and ajust the size (in pixels) within Microsoft Frontpage
Insert text into a webpage.
Necessary Resources:
List all materials that the teacher or students need to complete this learning experience.
Textbook(s), Workbook(s):
Reference Book(s): Just a Dream by Chris VanAlsburg,
Handout(s): Directions for creating musuem gallery pages
Other: Images of student’s “Trash to Treasure” sculptures
Steps for Implementing Learning Experience:
List the actions that take place during this learning experience.
Day 1
Anticipatory Set: Read aloud Just a Dream by Chris Van Alsburg.
Cooperative Learning (Think-Pair-Share) students will discuss how they would feel if the world described in the dream really existed. Students will also discuss measures that can be taken to remedy this situation.
Students will create a writing piece intended to describe their “Trash to Treasure” sculpture. FCA’s (Focus Correction Areas) for this writing piece are as follows.
1. Include a description of the materials used in the sculting process
2. Include an explanation of what the sculpture represents
3. Select 5 vivid adjects that accurately describe your sculpture.
Write: Students to begin generating ideas for their sculpture description.
Model: Teacher will model writing a description, making sure to include all the FCA’s. Teacher will also address writing mechanics of varying sentence structure, using transition words within writing, and using complex sentences.
Invite Students to return to their individual writing pieces to continue the process.
Conference with various students to monitor the progress of the writing task.
Share: Students will then share what they have written (even if it is unfinished) with their shoulder partner.
If time permits the teacher will select some students to share with the entire class.
For homework students will finish the rough draft of the writing assignment.
Day 3: (Writing/Technology)
Teacher will model how to create a web page using Micropsoft Frontpage. (Teacher will use LCD prjector with the Airliner Tablet for demonstration)
Students will then be given time to design their individual gallery page.
Students will be provided with a handout outlining the directions of the web page creation process.
1. How to select a theme
3. Typing
4. Inserting image of the sculpture
5. Saving Work
As students finish, during this class and during future independent activities, the teacher will hold writing conferences with each student to revise the written portion of the project.
Instructional Modifications:
List all modifications to the classroom setting as well as those used to enhance learning for all students.
During Day 3 of instruction students will need to be in a computer lab, where every student has access to a computer. Microsoft Frontpage will need to be installed on each computer.
Time used for Planning:
Time spent without students to prepare.
STEM Grant Workshops Days
Plus additional training time for Microsoft Frontpage
45-60 minutes photographing the “Trash to Treasure” artwork.
Time for Implementation & Assessment:
List each day that the learning experience occurs along with the timeframe of the day in minutes.
3-45 minute class sessions, plus additional independent working time for students to finish at their own pace.
Assessment Tools:
List all forms of assessment for the learning experience.
Formal: Completed web pages
Reflection:
Share the pros and cons of the learning experience. State any modifications that you would make next time this lesson is implemented.
Students enjoyed this activity and I would definitely attempt it again. Further tutorials/training would be beneficial for me in order to become more familiarized with the Microsoft Frontpage software.
Student Work:
Attach one sample of student work that demonstrates a mastery, average, or below average level.
Rigor and Relevance Target:
The Rigor/Relevance Framework has four quadrants. Each is labeled with a term that characterizes the learning performance of the student at that level. Select the quadrant that is most appropriate regarding this learning experience.
From the International Center on Leadership in Education @ http://leadered.com
Provide Supporting Information to Validate the Quadrant in Which This Learning Experience is Located.
Students are in the Adaptation quadrant for a number of reasons. Students are analyzing a previously self-completed piece of artwork. Students are also creating a real world forum, where other school and community members will be able to admire the artwork created and understand the perspective and thoughts of the artists themselves.
