School Name: Disney II Magnet Elementary
Teacher Name: Kent Barnhart, Katherine Noggle, Gabriel Hoerger
Section I: Arts Integration – Documentation.
1.Boom Town 2018 Overview – American Idol like performance of student chosen songs with new lyrics rewritten by the students using data from their science research to persuade the City Council of Boom Town to develop new parts of the burgeoning city into one of the groups areas: Mountains, Cliffs, Volcano, Glacier, Valley, River.
Integration 2018 Q3 6th Grade – Science, Literacy & Music
Essential Questions for Science, Literacy & Music:
How can I share data to help people make informed decisions?
How will our actions now effect others or our environment in the next 20 years?
Big Idea: Using the “American Idol” model to present scientific data in a musical fashion.
Students rewrite through Language Arts the lyrics of a popular song and perform same in a Culminating Activity in front of the student population. The lyrics are based upon student research in Science class to support an area:Glacial Society, Valley Crowd, Mountaineers, Volcanic Society, Cliff Dwellers, River Folk, around Boom Town that will allow for the city’s expansion. The City Council/American Idol judges decide which of the 6 groups have the most convincing/persuasive presentation.
First steps – Poetry Jam and creating new lines/lyrics to tell their story.
2. Through your documentation, please provide student artifacts that depict the range of work completed. For example, what were the various ways in which students responded to various aspects of the project?
Section I: Arts Integration – Inquiry
3. What is your Inquiry Question for your ATLAS curriculum unit? What big ideas does this inquiry question address, and why do you think the question successfully addresses these?
4. How did student research help them to engage more deeply with the unit inquiry question? Explain how your students conducted research for their ATLAS project, and how that research opened up avenues for further inquiry.
5. Describe how the unit inquiry opens up avenues for interdisciplinary connections between the arts and academic content. How did arts processes and/or research practices facilitate students’ understanding of the academic topics addressed in the inquiry question?
6. How did the curriculum evolve based on the unit inquiry process?
Section I: Arts Integration – Create Works
7. How did students self-direct while creating their artistic work during the ATLAS project? Please provide any examples for the ways in which students made their own aesthetic choices and direction for creating their artwork. Examples might include but are not limited to: how did students make choices about the use of materials, how did they decide what they wanted to communicate, how did they make decisions about how to present work?
8. Please explain what opportunities the students had to reflect on their experiences and react to the work of their peers.
9. How did the students’ artifacts from various stages of the ATLAS Unit impact your teaching practice? Please provide artifacts that exemplify your points. What did you learn about your teaching practice from looking at these artifacts?
10. Describe how the students’ work was shared in the school or publicly. Why was this an important part of this unit?
Section I: Arts Integration – Collaboration
11. How did students collaborate at different stages of the project? Examples might include but are not limited to: did the students research together, did they create together, did they critique together, did they present together?
12. In what ways did you collaborate with the students for this unit. How did the students impact the way in which the curriculum was implemented? For example, how did students help you plan, develop, and/or implement the curriculum?
13. How did you collaborate with other teachers in your school to plan and/or implement the unit?
Section II: Technology Integration
14. What was your process for selecting this form of digital media technology? Why did you think this form of digital media technology would be ideal for student learning?
15. How did students use digital media technology to direct their own learning? Provide artifacts to show evidence of how students used the technology to direct their own learning. Examples might include but are not limited to: making choices about technologies to use, using technology to facilitate experimentation, using technology as a research tool, to express themselves artistically, and/or to make meaning of their experiences.
16. How did you use technology to enhance the learning environment for both you as a teacher and for the students?
17. In what ways do your chosen technology resources align with your goals and outcomes for student learning? Looking back at the unit, how did the technology meet, not meet or exceed your expectations for facilitating student outcomes.
18. How did the use of technology contribute to students’ application of higher order thinking skills? Examples of student higher order thinking skills include metacognition, self-reflection, analysis, and application of knowledge or skills.
19. How did the use of technology drive student creative artistic expression? Please provide student artifacts that exemplify how technology supported their artistic expression.
20. How did the integration of digital media technology impact your teaching practice?