Lesson 1 Introduction

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Integrated Arts Marine Debris Curriculum,1 Every ocean contains trash that came from land. 2 Plastic pollution is harming ocean ecosystems, 3 Plastic is used to make many items we use every day. 4 Community art is created by many people making small parts of a larger work. Upon completion Upon completion of this lesson students will be able to. of this lesson 1 Identify the main source of plastic pollution in the ocean. students will be 2 Discuss the ways in which plastic pollution is harming animals. able to 3 Recognize how plastic is used in their lives and consider alternatives. 4 Provide examples of community art,how plastic is. used in their,consider Outline,alternatives I Set up 5 min. II Introduction 5 min,a Learner Level Assessment,b Behavior Guidelines.
III Plastic Pollution and Washed Ashore 35 min,a Washed Ashore Introductory PowerPoint. b Visual Scavenger Hunt,IV Conclusion and Review 5 min. V Follow up Activities,a Tracking Plastics Challenge. b What Can We Do,VI Additional Resources,b Vocabulary. WashedAshore org,541 329 0317,325 2nd St SE,Bandon Oregon 97411.
Integrated Arts Marine Debris Curriculum,I Set up 5 min. This lesson requires a screen and projector to show two PowerPoint presentations These presentations. can be downloaded from the Washed Ashore website Students will also need pencils and paper for. brainstorming activities,II Introduction 5 min,there are many a Learner Level Assessment. Ask students to write individually or work as a small group to brainstorm answers to the question. facets of the Where does the trash in the ocean come from Make a list on the board of answers Use this activity. marine debris to assess learner level and evaluate lesson needs and discussion points for the PowerPoints that will. follow As the conclusion to this introduction reveal that roughly 80 of the trash in the ocean comes. and plastic from land based activities Section 1 3 chapter 25 United Nations World Oceans Assessment. pollution Assessment Outcome 1 Name the number one source of plastic pollution in the ocean. issue this,unit focuses b Behavior Guidelines, on consumer Some lessons and activities in this curriculum require tools and or physical activity so there may be a. need to discuss behavior expectations before activities For this lesson there are no specific behavior. habit change guidelines beyond standard classroom rules. III Plastic Pollution and Washed Ashore 35 min,a Washed Ashore Introductory PowerPoint. Use the Integrated Art Marine Debris Curriculum IAMDC Washed Ashore Overview PowerPoint to. discuss the concepts of plastic pollution community art and the Washed Ashore Project Although. there are many facets of the marine debris and plastic pollution issue this unit focuses on consumer. habit change Use learner level and grade level as a guide for how much time to spend with this. presentation and which topics to focus on most, Assessment Outcomes 1 2 Name three animals that are being affected by plastic pollution in the.
ocean and three trash items that may be affecting them. b Visual Scavenger Hunt, Use the slides and prompts in the IAMDC Visual Scavenger Hunt PowerPoint to lead students through. this activity Students can work as individuals small groups or as a class The goal of the scavenger hunt. is to connect plastic pollution found on the beach with items students use in everyday life. Assessment Outcome 3 Have students take two minutes to walk around the classroom and touch as many. items made of plastic as possible Discuss results as a class to show how common plastics are in everyday life. WashedAshore org,541 329 0317,325 2nd St SE,Bandon Oregon 97411. Integrated Arts Marine Debris Curriculum,IV Conclusion and Review 5 min. During this lesson we have looked at where plastic pollution comes from why it is a problem in the. world s oceans how Washed Ashore is raising awareness about the issue and a few ways we can all. be part of the solution, Assessment Outcome 1 Use the question Why does 80 of plastic pollution in the ocean come from. land based sources as a writing or discussion prompt. Assessment Outcome 2 Identify a local environment that students are familiar with and is being affected. by plastic pollution Identify animals there that may be harmed by this pollution Options Have students. count the number of trash items they see around the school ground and predict where they will end up if. no one picks them up Consider the local neighborhood storm drains and where they lead. Future Assessment Outcome 4 As a group identify works of community art that students are familiar with. Discuss how they were created and their purpose Option Focus on a school project where lots of people. lessons in worked together on a project that was displayed. this unit will,include ideas,for alternatives,to single use V Follow up Activities.
plastic items,a Tracking Plastics Challenge, Because plastics have become such an integral part of our lives we often don t even notice all of the. items they are used to create In the introduction to her book Plastic A Toxic Love Story author Susan. Frankel tries to keep track of all the plastic in her life for 24 hours This helps her to fully recognize how. plastic has come to be part of every facet of our lives Having students repeat this experiment at home. may help them to recognize why plastic has become such a pollution issue in the world. Assessment Outcome 3 Track every item that is made of or contains plastic for one evening at home. Make a special note of items that are only used once before they are thrown away or recycled Review and. discuss results in class,b What Can We Do, After establishing the prevalence of plastic in our world and considering some of the impacts of. plastic pollution challenge students to consider what they can do about the issue Future lessons in. this unit will include ideas for alternatives to single use plastic items Single use plastics are the focus. because they generally have accessible alternatives. Assessment Outcome 3 Make a list of the five most common single use items found by students during. the tracking plastics challenge Brainstorm sustainable alternatives to those items. VI Additional Resources, NOAA Marine Debris Website United Nations World Ocean Assessment Website. http marinedebris noaa gov http worldoceanassessment org. WashedAshore org Plastic A toxic love story Washed Ashore Website. 541 329 0317, Freinkel S 2011 Plastic A toxic love story http washedashore org. 325 2nd St SE, Bandon Oregon 97411 Boston Houghton Mifflin Harcourt.
Integrated Arts Marine Debris Curriculum,b Vocabulary. In this lesson these are words that may be unfamiliar to students In this context they have the. following definitions, Language of the Arts At Washed Ashore we believe that the arts are a language that can be. learned and used to communicate with just as any other language can be with practice In visual art. design elements are the letters of this language and design principles are the words. Aesthetically Powerful The capacity to strongly impact the viewer in a lasting way. Plastic Pollution Manmade trash made of plastic that ends up in the environment. At Washed Community art Art often constructed through a conglomeration of small pieces brought together into. Ashore we a larger work created through the collaboration of artist and volunteers based in a community location. believe that Land Based Source This refers to the source of the majority of trash in our oceans Roughly 80 of. the arts are a the items that become marine debris were not manufactured for ocean based industry or ocean based. recreation These items reach the ocean through litter industrial discharge and poor garbage. language that Consumer Habits The patterns we develop when purchasing goods. can be learned Ecosystem The complex of a community of organisms and its environment functioning as an. and used to ecological unit Merriam Webster Examples include deserts rainforest coral reefs and intertidal zones. communicate Habitat the place or environment where a plant or animal naturally or normally lives and grows. Biodegradable Capable of being broken down especially into innocuous products by the action of. living things Merriam Webster,WashedAshore org,541 329 0317. 325 2nd St SE,Bandon Oregon 97411,Integrated Arts Marine Debris Curriculum. Washed Ashore Mission Statement, Washed Ashore builds and exhibits aesthetically powerful art to.
educate a global audience about plastic pollution in oceans and. waterways and spark positive changes in consumer habits. Marine Debris,How We Fulfill Our Mission, Plastic pollution Our travelling exhibit of sculptures made completely of marine debris moves around the country in. order to reach as many people as possible Through both educational programs and interactions with. is becoming one our art and signage we help audiences understand the problems of plastic pollution and marine debris. of the most We offer educational programming at exhibit sites and support materials to educators interested in. spreading awareness about plastic pollution through community art. common items, in the sea and has In order to create the sculptures we build we first collect trash that has been removed from beaches. through community beach cleanups and individual volunteers This trash is then washed sorted and. entered the prepared for the creation process Each sculpture is designed and directed by a lead artist and then. bottom of the created through a collaboration of Washed Ashore team members volunteers students and artists. ocean food chain,Washed Ashore Facts as of 2016,Over 65 giant sculptures have been created. Over 35 000 pounds of marine debris have been processed. Over 12 500 volunteers have contributed to this project. Marine Debris Facts as of 2016, Every ocean and every marine environment contain pieces of our trash. 80 of marine debris comes from land from streets to streams to rivers to oceans. Plastic pollution is becoming one of the most common items in the sea and has entered the. bottom of the ocean food chain,WashedAshore org,541 329 0317.
325 2nd St SE,Bandon Oregon 97411,Integrated Arts Marine Debris Curriculum. National Standards Addressed,Next Generation Science Standards. Obtain and combine information about ways individual communities use science ideas to protect the Earth s resources. and environment, Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. Clarification Statement Emphasis is on natural resources that undergo a chemical process to form the synthetic material. Examples of new materials could include new medicine foods and alternative fuels Assessment Boundary Assessment is. limited to qualitative information, Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment Clarification. Statement Examples of the design process include examining human environmental impacts assessing the kinds of solutions. that are feasible and designing and evaluating solutions that could reduce that impact Examples of human impacts can include. water usage such as the withdrawal of water from streams and aquifers or the construction of dams and levees land usage. such as urban development agriculture or the removal of wetlands and pollution such as of the air water or land. Construct an argument supported by evidence for how increases in human population and per capita consumption of natural. resources impact Earth s systems Clarification Statement Examples of evidence include grade appropriate databases on. human populations and the rates of consumption of food and natural resources such as freshwater mineral and energy. Examples of impacts can include changes to the appearance composition and structure of Earth s systems as well as the. rates at which they change The consequences of increases in human populations and consumption of natural resources are. described by science but science does not make the decisions for the actions society takes. The National Core Arts Standards,Responding, Understanding and evaluating how the arts convey meaning.
Anchor Standard 7 Perceive and analyze artistic work. Anchor Standard 8 Interpret intent and meaning in artistic work. Anchor Standard 9 Apply criteria to evaluate artistic work. Connecting, Relating artistic ideas and work with personal meaning and external context. Anchor Standard 10 Synthesize and relate knowledge and personal experiences to make art. Anchor Standard 11 Relate artistic ideas and works with societal cultural and historical context to deepen understanding. Integrated Arts Marine Debris Curriculum,National Curriculum Standards for Social Studies. Thematic Standard 3 People Places and Environments Include experiences that provide for the study of people places. and environments, Thematic Standard 7 Production Distribution and Consumption Include experiences that provide for the study of how people. organize for the production distribution and consumption of goods and services. Thematic Standard 9 Global Connections Include experiences that provide for the study of global connections and. interdependence, Thematic Standard 10 Civic Ideals and Practices Include experiences that provide for the study of the ideals principles and. 3 Plastic is used to make many items we use every day 4 Community art is created by many people making small parts of a larger work Outcomes Upon completion of this lesson students will be able to 1 Identify the main source of plastic pollution in the ocean 2 Discuss the ways in which plastic pollution is harming animals 3

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