Bulb Archived: Disney II ATLAS 2015-2018: Barnhart (Year 3, 2017-2018)

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.

Classroom LA teacher, Mrs. Noggle starting the writing portion with a Poetry Jam.
Discovering similarities in the article.

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? 

Researching and charting the information.
Boom Town groups finding out information about their area of expansion for Boom Town: Mountaineers, Cliff Dwellers, Volcanic Society, Glacial Society, Valley Crowd, River Folk. Next step is to pick a recent song and re-write the lyrics to convince the Boom Town City Council to expand in their specific area.
Mr. Hoerger guiding a group in their new lyric writing process, lots of Social Emotional Learning support as needed.

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? 

(See video here: https://www.bulbapp.com/u/disney-ii-atlas-project-year-3-valley-crowd-in-the-boom-town-show)
Angel helps out with student directed videos for question #3

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. 

(See video here: https://www.bulbapp.com/u/disney-ii-atlas-project-year-3-valley-crowd-in-the-boom-town-show)
Bennett handles #4.

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? 

(See video here: https://www.bulbapp.com/u/disney-ii-atlas-project-year-3-valley-crowd-in-the-boom-town-show)
Mr. King Knows his stuff.

6. How did the curriculum evolve based on the unit inquiry process? 

(See video here: https://www.bulbapp.com/u/disney-ii-atlas-project-year-3-valley-crowd-in-the-boom-town-show)
Alex explores a different space to address #6

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? 

(See video here: https://www.bulbapp.com/u/disney-ii-atlas-project-year-3-valley-crowd-in-the-boom-town-show)
Raquelle rocks the response to #7

8. Please explain what opportunities the students had to reflect on their experiences and react to the work of their peers. 

(See video here: https://www.bulbapp.com/u/disney-ii-atlas-project-year-3-valley-crowd-in-the-boom-town-show)
Sam’s thoughtful response

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? 

(See video here: https://www.bulbapp.com/u/disney-ii-atlas-project-year-3-valley-crowd-in-the-boom-town-show)
Jordan & Grace take a team approach for #10

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? 

(See video here: https://www.bulbapp.com/u/disney-ii-atlas-project-year-3-valley-crowd-in-the-boom-town-show)
What? I Knew that too #11

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. 

(See video here: https://www.bulbapp.com/u/disney-ii-atlas-project-year-3-valley-crowd-in-the-boom-town-show)
Grace takes on extra duty #15

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. 

(See video here: https://www.bulbapp.com/u/disney-ii-atlas-project-year-3-valley-crowd-in-the-boom-town-show)
In put from a source I didn’t expect #19

20. How did the integration of digital media technology impact your teaching practice?