NEXT GENERATION SCIENCE STANDARDS

• SEP 2: Developing & Using Models
• ESS2.A: Earth Materials & Systems
• CCC 4: System Models

MARYLAND ARTS STANDARDS

• I:3-5:1: Make judgments and decisions to justify which works of art express ideas about self, other people, places, and events that will be meaningful in presentations.
• I:3-5:1: Make judgments and decisions to determine ways in which works of art express ideas about self, other people, places, and events.
• E:3-5:1: Analyze components in visual imagery that convey messages and compare personal interpretations.

SABES LEARNING OBJECTIVES

• Understand the engineering design challenge for the unit, including the criteria and constraints, and the related STEM career.

MATERIALS

• Environmental Engineer Artist Workbook
• Land Art slides
• Items collected from local biosphere/geosphere: Rocks, mud, seed pods, leaves, flowers, plants, bark, sticks.

TEACHER BACKGROUND

• Teachers should have an understanding of Land Art.

  • Included in these resources are materials for both students and teachers to learn more about Land Art and Artists.
  • The 15 minute video “How Climate Changes Art” is a great overview for teachers who want to learn more about this art form.
  • Teachers also have access to a Land Art slideshow, Land Art printables, a Land Art artists resource list as well as a teacher edition of the Environmental Engineer Land Art Workbook that includes information about teaching land art.

STUDENT PREREQUISITES

• Students should have some general knowledge of sculpture as a three dimensional form of art.

  • They do not have to have worked on a sculpture before but just have an understanding that artists make three dimensional art using a variety of materials.

ACCESSIBILITY

• Outdoor spaces vary from school to school, so materials can be gathered from home or the surrounding neighborhood—they do not need to come from the school environment itself.
• Students may draw or write their observations in their Environmental Engineer Artist Workbook.
• Teachers can be purposeful about groups and include group roles that lend themselves to student strengths. The Teacher Edition of the workbook provides space for teachers to jot down notes and observations while outside.

BRAIN TARGETED TEACHING IN THE CLASSROOM

Empowering Students

• Through brainstorming, planning, and gathering of materials students will begin to form a personal connection with the content. Students will also be connecting the science content with things they see in their environment, in their schools, neighborhoods, and in the city of Baltimore. 
• Throughout the unit, students will have many opportunities to make their own choices providing them agency in the process. Students will select the site and materials for their land art, they will have space for reflection in their Environmental Engineer Workbooks, and have the option to draw or write their responses in those books.

The Emotional Climate:

• The arts integration throughline words of this unit are adapt and innovate. Teachers should therefore highlight the importance of mistakes in this process for both artists and scientists to foster a growth mindset. 
• An important part of this arts-integrated experience is observation. Teachers should encourage and foster the slowness of observation. They are making students aware of taking time to observe, process, and document because it is an important part of both understanding environmental climate change and their own emotional climate change. 
• Teachers may opt for students to work as a group on this project. Group work is an important life skill but also one that can be new and challenging for 5th graders. To support the emotional climate of group work students will each have their own workbook to record their individual observations and reflections. Students will also have the opportunity throughout to reflect and adapt their works as a group.

The Physical Space:

• Outdoor space differs from school to school therefore materials could be brought from home or near the home they do not need to come from the actual school environment. 
• Depending on class size and environmental constraints, students can make land art individually, in groups, or as a class.
• Students will need to return several times throughout the unit to observe and record their observations, so land art sites should be somewhat easily accessible within the class period.

Learn More:

Learn more about Brain Targeted Teaching via Dr. Mariale Hardiman’s site and explore the arts integrated overlay below:

ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

All video content made in partnership with Baltimore’s Root Branch Media Group.

KATIE GILL-HARVEY

YVETTE SCHREIBER

NEXT GENERATION SCIENCE STANDARDS

• SEP 2: Developing & Using Models
• ESS2.A: Earth Materials & Systems
• CCC 4: System Models

MARYLAND ARTS STANDARDS

• I:3-5:1: Make judgments and decisions to justify which works of art express ideas about self, other people, places, and events that will be meaningful in presentations.
• I:3-5:1: Make judgments and decisions to determine ways in which works of art express ideas about self, other people, places, and events.
• E:3-5:1: Analyze components in visual imagery that convey messages and compare personal interpretations.

SABES LEARNING OBJECTIVES

• Obtain and combine information from an interactive journey through the Amazon Basin to define and describe the Amazon Rainforest.
• Develop a diagram using evidence from a virtual field trip to compare the layers of the Amazon Rainforest.
• Make observations during an interaction tour to serve as the basis for evidence for who and what lives in the Amazon Rainforest.
• Construct an argument with evidence about the impact of deforestation on living organisms.
• Develop a model to demonstrate how water is distributed on Earth.
• Investigate the movement of water through the water cycle by acting as water molecules in a simulation.
• Make predictions about what will happen if different amounts of soil cover are used, to test soil erosion and the effects that would occur in the Amazon Rainforest.

MATERIALS

• Environmental Engineer Artist Workbook
• Land Art slides
• Items collected from local biosphere/geosphere: Rocks, mud, seed pods, leaves, flowers, plants, bark, sticks.

STUDENT PREREQUISITES

• Students should have some general knowledge that artists often make art that is ephemeral, meaning that it is made to last only for a short period of time. Like performances, pieces of music and Land Art.

ACCESSIBILITY

• Offer students the option to draw or write their observations in their Environmental Engineer Land Art Workbook.

BRAIN TARGETED TEACHING IN THE CLASSROOM

The Emotional Climate:

• The arts integration throughline words of this unit are adapt and innovate. Teachers should therefore highlight the importance of mistakes in this process for both artists and scientists to foster a growth mindset. 
• An important part of this arts-integrated experience is observation. Teachers should encourage and foster the slowness of observation. They are making students aware of taking time to observe, process, and document because it is an important part of both understanding environmental climate change and their own emotional climate change. 
• Teachers may opt for students to work as a group on this project. Group work is an important life skill but also one that can be new and challenging for 5th graders. To support the emotional climate of group work students will each have their own workbook to record their individual observations and reflections. Students will also have the opportunity throughout to reflect and adapt their works as a group.
• Group work project planner is included in the teacher version of the booklet

The Physical Space:

• Outdoor space differs from school to school therefore materials could be brought from home or near the home they do not need to come from the actual school environment. 
• Depending on class size and environmental constraints students can make land art individually, in groups, or as a class. 
• Students will need to return several times throughout the unit to observe and record their observations so land art sites should be somewhat easily accessible within the class period. 
• Teachers have access to Land Art images to print, project, or display in the classroom.

Learn More:

Learn more about Brain Targeted Teaching via Dr. Mariale Hardiman’s site and explore the arts integrated overlay below:

ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

All video content made in partnership with Baltimore’s Root Branch Media Group.

KATIE GILL-HARVEY

YVETTE SCHREIBER

NEXT GENERATION SCIENCE STANDARDS

• SEP 2: Developing & Using Models
• ESS2.A: Earth Materials & Systems
• CCC 4: System Models

MARYLAND ARTS STANDARDS

• I:3-5:1: Make judgments and decisions to justify which works of art express ideas about self, other people, places, and events that will be meaningful in presentations.
• I:3-5:1: Make judgments and decisions to determine ways in which works of art express ideas about self, other people, places, and events.
• E:3-5:1: Analyze components in visual imagery that convey messages and compare personal interpretations.

SABES LEARNING OBJECTIVES

• Obtain information about the atmosphere and the layers within it using video and other media.
• Create a model to show how different Earth systems interact to affect local and regional weather.
• Analyze the appearance of clouds to determine the type of cloud, how it was formed, and the type of weather it will bring.
• Model the process of carbon dioxide release and use observations made during the investigation to determine the impact of the Amazon on the world’s atmosphere.
• Obtain information about the geosphere using video and text to create a model of the layers of the Earth.
• Plan and carry out an investigation to collect data on the impacts weathering and erosion have on the health of the environment.
• Develop a model using an example to describe ways the hydrosphere and biosphere interact to support life on Earth and how the hydrosphere and atmosphere create weather.
• Develop a model using an example to describe ways the geosphere and hydrosphere interact to shape land.
• Develop a model using an example to describe ways the geosphere and biosphere interact to support plant growth.
• Construct a model that represents how all four of Earth’s spheres interact together.
• Construct an argument supported with evidence for how humans affect the interactions between Earth’s spheres.

MATERIALS

• Environmental Engineer Artist Workbook
• Land Art slides
• Items collected from local biosphere/geosphere: Rocks, mud, seed pods, leaves, flowers, plants, bark, sticks.

PREREQUISITES

• Teachers should have an understanding of The Ghost River Public Art Installation.
  • Teachers can visit the site in person in Remington and read the signs for more information or check out the website for additional images, historical facts, and background information.
• Students should have some general knowledge that artists make art to show others an idea. Just as scientists conduct research to learn and teach others, artists make art to learn and teach others.

BRAIN TARGETED TEACHING IN THE CLASSROOM

Learn More:

Learn more about Brain Targeted Teaching via Dr. Mariale Hardiman’s site and explore the arts integrated overlay below:

ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

All video content made in partnership with Baltimore’s Root Branch Media Group.

KATIE GILL-HARVEY

YVETTE SCHREIBER

NEXT GENERATION SCIENCE STANDARDS

• SEP 2: Developing & Using Models
• ESS2.A: Earth Materials & Systems
• CCC 4: System Models

MARYLAND ARTS STANDARDS

• I:3-5:1: Make judgments and decisions to justify which works of art express ideas about self, other people, places, and events that will be meaningful in presentations.
• I:3-5:1: Make judgments and decisions to determine ways in which works of art express ideas about self, other people, places, and events.
• E:3-5:1: Analyze components in visual imagery that convey messages and compare personal interpretations.

LEARNING OBJECTIVES

• Students will create and present a proposal for the future of their land art.

MATERIALS

• Environmental Engineer Artist Workbook
• Land Art slides
• Access to technology for their presentation

STEP ONE

Watch the video below to facilitate this engineering design challenge extension and click on the rubric to learn more:

BRAIN TARGETED TEACHING IN THE CLASSROOM

Learn More:

Learn more about Brain Targeted Teaching via Dr. Mariale Hardiman’s site and explore the arts integrated overlay below:

ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

All video content made in partnership with Baltimore’s Root Branch Media Group.

KATIE GILL-HARVEY

YVETTE SCHREIBER