Bulb Archived: A/R Partners 2016-2017: Birmingham & Qureshi

1. How did you and your teaching partner decide to do this project? (Please describe the context of your project, this can include influence from previous projects, context of your school, community, etc.):

This project was decided to increase the students’ knowledge and interest of conserving energy.  The global community has expressed the importance of preserving our natural resources and the need for everyone to be involved.  Though students aren’t major family decision makers, they can learn and share the knowledge of the vital need to conserve.  This project used a small scaled example of how circuits work in relating how energy is used on a larger scale.

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Students use conductive thread, LED lights and battery holder to create an electronic circuit

2. Big Idea:

Please insert your response here

Energy and the Elements of Art

Invisible Energy & the Elements of Art

3. Inquiry:

Please insert your response here

How can you use the elements of art and scientific research to imagine what various forms of energy look like?

How can using  ordinary and easily accessible materials to create electronic circuits help students to better understand the concept of energy?  What is the connection between the electrical switch and daily uses and application of electricity?

4. Grade Level:

Please insert your response here

4th

5. Academic Subject(s):

Please insert your response here

Science

6. Artistic Discipline(s):

Please insert your response here

Students will be learning about the elements of art and how they can use this language to expand their science vocabulary to investigate invisible energy

7. How many years have you worked together as partners?:

Please insert your response here : 2 years

8. Please describe your project:

Please insert your response here

Students examined the way electricity works both in everyday objects and depicted their understanding of how energy moves through everyday electrical appliances such as a toaster.  Students then went on to study electrical circuitry and created their own e-fabric pieces that formed complete circuits.  In order to complete the task, students had to develop sewing skills as well as an accurate understanding of how circuits work.  The students then presented their work to their parents via a in classroom demonstration and workshop to which they were invited.  Additionally, a photo documentation board was kept outside the classroom in the hallway to share the work with the school community as it progressed throughout the project.

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9. What were you hoping the students would learn during this project?:

Please insert your response here

How elements of art can help your imagination and your understanding of energy to visualize what energy looks like?

10. What surprised you during this project?:

Please insert your response here

During the project, I was surprised by the students’ ability to quickly grasp error of design and problem solve strategies for getting circuit to work.  

A student with very limited English was able to engage in activity and discovered that she used stitching techniques in her homeland of Mexico.  This project gave her the confidence to engage more with students as she began assisting students in an area she had expertise.

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11. What worked in this project and why?:

Please insert your response here:  Problem solving , team work, and social engagement work worked in this project.  Students were socially engaged problem solving how to correctly create circuit.  Students were able to make this project work using team work to assist peers.

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12. What didn’t work and why?:

Please insert your response here

A few of the circuits did not work.  Students were able to review steps to discover they did not correctly stitch to allow circuit to work.

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13. What was your approach to assessment for this project?:

Please insert your response here

Energy Pre-test/Posttest

14. How did you share your student’s learning process with others? Who did you share it with?:

Please insert your response here

Parents, staff, and grade level peers shared in student’s learning process./

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15. Did sharing your students’ learning occur according to your plan for social engagement in your proposal? Why or why not? Please explain.

Please insert your response here

Pictures were taken of  work in progress. Students  demonstrated to the audience how they developed their ideas and ask audience members to participate in their interactive work.

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16. How are you as teachers, artists and students social engagers through this work?:

Please insert your response here: Teachers, artists, and students were social engagers as we learned from one another and shared knowledge and personal experience using stitching skills and design.

17. Did sharing your project with others influence how you will approach future projects?:

Please insert your response here:  Sharing the class project with family and school community has served as motivation to get energy corporations to partner on future projects.

18. Standards Addressed: (Common Core, Next Generation Science, National Core Arts):

Please insert your response here 4-PS3-4.  Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

Engineering Design Students who demonstrate understanding can:

3-5- ETS1-1. Define a simple problem reflecting a need or  a want that includes specified criteria for success and constraints on materials, time, or cost.

3-5-ETS1-2.  Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

4th VA:Cr1.1.4 a. Brainstorm multiple approaches to a creative art or design problem.

Anchor Standard 1: Generate and conceptualize artistic ideas and work. Enduring Understanding: Creativity and innovative thinking are essential life skills that can be developed. Essential Questions: (a) What conditions, attitudes, and behaviors support creativity and innovative thinking? (b) What factors prevent or encourage people to take creative risks? (c) How does collaboration expand the creative process?

4th VA:Cr2.1.4 a. Explore and invent art-making techniques and approaches.

Anchor Standard 2: Organize and develop artistic ideas and work. Enduring Understanding: Artists and designers experiment with forms, structures, materials, concepts, media, and art-making approaches. Essential Questions: (a) How do artists work? (b) How do artists and designers determine whether a particular direction in their work is effective? (c) How do artists and designers learn from trial and error?