Jody Fagnano

June 30, 2014

Title of Issues Investigation:

How Can Art and Literacy Be Used to Educate

Others About the Health of the Chesapeake
Bay Watershed?
Teacher: Jody Fagnano
Collaborating Teachers: Ellen Duke Wilson and Yvonne
Patton
Background for the Teacher:
Fifth Grade Students are going to learn about the Chesapeake Bay Watershed: what
areas compose the region, how it works, the positive and negative impact people
have on it, and how to use art to bring awareness to the public about the Bays
health.
Formative assessments will be implemented and include teacher observations, selfassessments, games, performance, and language arts activities. A culminating
activity will include a rubric from the writing to inform standards.
Projected timeline is during the 2014-2015 school year.
Fifth Grade Writing SC
W2a. Introduce a topic clearly, provide a general observation and focus, and group
related information logically, include formatting, illustrations, and multi-media when
useful to aiding comprehension.
MCCRS Music and Art 2014 Writing
Writing Anchor Standard 2: Write informative and explanatory text to convey
complex information clearly and accurately through purposeful selection and
organization of content.
MCCRS Music and Art 2014 Literacy (Speaking and Listening)
Speaking and Listening Anchor Standard 1: Prepare for and participate effectively in
a range of conversations and collaborations with diverse partners, building on
others ideas and expressing their own clearly and persuasively.
St. Mary's County Public Schools 5th Grade Elementary Visual Arts
Expectations
A1. Understand that artists create and express themselves using different types of
media,
techniques, and styles (Modern Art - Realism and Abstract).
A2. Describe how one artists style/artwork is different from another and how they
are
similar. (e.g., How is Picassos "Tragedy" different from Whistlers Mother?)

A3. Identify some art careers - illustrator, photographer, painter, printmaker, stained
glass
artist, architect, sculptor, weaver, fashion designer, recycle artists.
A4. Recognize and describe art vocabulary.
C4. Understand that art can include math, science, reading, and other core content.
P1. Understand different techniques (drawing, painting, printing, sculpture, collage).
P2. Understand different types of media (marker, oil pastels, crayons, watercolor,
Sharpie,
tempera, chalk, clay, cut paper).
P3. Know how to work safely with different materials and techniques (walking in the
art room,
holding scissors with the points down, keeping away from certain areas, keeping
clay tools
safe).
P4. Identify, describe, and use the Elements of Art (color, line, shape, form, texture,
space and value).
Use line to create the illusion of space (background, foreground, middle ground).
Identify and create a horizon line.
Use overlapping to show space.
Overlapping shapes to create depth of field.
Create shapes going out of the picture field to show depth.
Simulate texture visually in two/three dimensions (e.g., drawing scales on a fish).
Identify the basic geometric forms (cube, cylinder, cone, rectangular prism).
Create balance using form (sculpture, mobile, etc.)
Create a composition using geometric/organic shapes to make balance, texture,
variety, pattern, and proportion.
CR2. Talk about a work of art using art vocabulary.
CR5. Make a judgment about the piece.
6.0 Environmental Science
B. Environmental Issues
1. Recognize and explain that decisions influencing the use of natural resources
may have benefits, drawbacks, unexpected consequences, and tradeoffs.
a. Identify and describe personal and community behaviors that waste natural
resources and/or cause environmental harm and those behaviors that maintain or
improve the environment.
b. Identify and describe that individuals and groups assess and manage risk to the
environment differently.
2. Recognize and describe that consequences may occur when Earths natural
resources are used.
a. Explain how human activities may have positive consequences on the natural
environment.
recycling centers
native plantings
good farming practice

b. Explain how human activities may have a negative consequence on the natural
environment.
damage or destruction done to habitats
air, water, and land pollution
c. Identify and describe that an environmental issue affects individuals and groups
differently.
1. Gather and question data from many different forms of scientific investigations
which include reviewing appropriate print resources, observing what things are like
or what is happening somewhere, collecting specimens for analysis, and doing
experiments.
a. Support investigative findings with data found in books, articles, and databases
and identify the sources used and expect others to do the same.
B. Applying Evidence and Reasoning
1. Seek better reasons for believing something than "Everybody knows that . . ." or
"I just know" and discount such reasons when given by others.
a. Develop explanations using knowledge possessed and evidence from
observations, reliable print resources, and investigations.
b. Offer reasons for their findings and consider reasons suggested by others.
c. Review different explanations for the same set of observations and make more
observations to resolve the differences.
d. Keep a notebook that describes observations made, carefully distinguishes actual
observations from ideas and speculations about what was observed, and is
understandable weeks or months later.
RESOURCES:
www.cbf.org/teacher resources
http://www.te.org/resource/ess05.sci.ess.earthsys.recycleplants/
http://www.teachersdomain.org/resource/ket08.sci.ess.watcyc.formsol/
SMCPS Elementary Science Curriculum Favored to Survive, Decisions and
Consequences, Story: Who Polluted the Bay/Activity
SMCPS Elementary Visual Arts Curriculum
What in the World is a Watershed by Yvonne Patton, Ellen Duke, Jody Fagnano
Dale Chihuly- YouTube Video Through the Looking Glass
http://www.youtube.com/watch?v=v96BGJ8vecQ
www.calvertmarinemuseum.com Mindy Quinn
brzezins@umces.edu Sarah Brzezinski
http://pinterest.com/pin/279575089340480409/ Chihuly video
List of Materials requested from home: chicken wire, used water bottles, florist wire,
acrylic paint,etc.
Katherine R. Chandler, Cant See the Forest for the Trees, Finding Focus
http://youtu.be/K081arlCkhE Eric Carle is an Author by Mary Smith
http://youtu.be/s2Pt9Cz09CA Eric Carle - I See a Song
http://youtu.be/cIzCdSM7BBU Mister Seahorse
http://youtu.be/v96BGJ8vecQ Eric Carle discusses The Artist Who Painted A Blue
Horse
Eric Carle Video Picture Writer

Context-Setting Activity

Students will view PowerPoint, What in the World is a Watershed.

Investigative Questions (4-10)

1. What are some personal and community behaviors that may be
contributing to the water pollution?
2. What products can you think of that can and should be recycled to
promote Bay health?
3. What natural resources would be conserved by recycling these
products?
4. What can farmers do to help the health of the Bay?
5. How do native and non-native (invasive) plant species affect the
health of the Bay?
6. What are some of the human activities that are destroying animal
habitats and lives in the Chesapeake Bay?
7. What are some solutions people have come up with to protect
natural habitats?
8. What are some human activities that cause air pollution?
9. How does re-using discarded materials affect the Chesapeake Bay?

Evidence, Artifact, and Investigations (Lesson Plans)

How Can Art and Literacy Be Used to Educate

Others About the Health of the Chesapeake
Bay Watershed?
Unit Outline

I. PowerPoint: What in the World is a Watershed?

II. Water Runoff Test
III. Schoolyard Report Card and Outdoor Walk
IV. Art Project Watershed Collage, Part 1 on Filtration
Create the Background Piece - Have students draw things that filter the
water marshes, trees and grasses, underwater grasses, menhaden, oysters this will
be their background piece and save.

V. Science Exploration/Explanation A Who Polluted the

Chesapeake Bay?
VI. Art Project - Watershed Collage, Part 2 on Observation
of Who Polluted the Chesapeake Bay? Draw how the water looks
when materials are added, onto segmented paper, afterwards, use watercolor to do a
wash over the entire paper to show the color of the finished activity) and save.
VII. Science Exploration/Explanation B video Visiting a

Recycling Plant

VIII. Art Project, Dale Chihuly Sculpture, Reusing Trash and

Recyclables one of the activities could be a sculpture of water
bottles created in the style of Dale Chihuly or any use of
recyclable materials or trash as art.
IX. Science Exploration/Explanation C - Farm Solutions to
Water Pollution
X. Water Lab: Visit a local, natural water source or obtain samples
for students to test. Then add nutrients (Miracle Grow) in it in the
sun to create an algae bloom. View under a microscope before
and after. Draw your observations and save for the activity in Part
3.
XI. Science Exploration/Explanation D Space Invaders,
Native and Non-Native Plants
XII. Science Exploration/Explanation E Forced Out
XIII. Science Exploration/Explanation F Somethings in
the Air
XV. Storm Drain Painting (brainstorm images and quotes/slogan,
then draw ideas for storm drain signs)
XVI. Art Project - Watershed Collage, Part 3. Using and
sharing your observational drawings, create a crab or
striped bass to go onto Part 1s background. Discuss the
artist Eric Carle and his papermaking/collage techniques.
XVII. CULMINATING ACTIVITY Writing Prompt Writing an
Informational Text.
The decisions people make influence the health of the Bay. Think
about the investigative questions we discussed in our Bay unit.
Refer to the projects you have created in class and in the Art room
including your observational drawings of the activities we
completed. Write an informational text that informs your
audience about the health of the Bay. Include an action plan that
provides strategies to protect this great natural treasure.
THREE LESSONS FOLLOW:

SMCPS Lesson Plan #1

Lesson 1 Science
Unit/Theme:

Chesapeake Bay Decisions and Consequences ^ This lesson was taken from SMCPS curriculum
guide

Dates Covered

2013-2014 School Year

Course

Science

Marking Period

Teacher:

Jody Fagnano

Lesson Planning
Objective (use VSC)
What will students know and
be able to do as a result of
this lesson?

6.B.1 Recognize and explain that decisions influencing the use of natural resources may have
benefits, drawbacks, unexpected consequences, and tradeoffs.
a. Identify and describe personal and community behaviors that waste natural resources and/or
cause environmental harm and those behaviors that maintain or improve the environment.

6.B.2 Recognize and describe that consequences may occur when Earth's natural resources are

used.
b. Explain how human activies may have a negative consequence on the natural environment.
* damage or destruction done to habitats
* air, water, and land pollution
Assessment (Formative)
How will you assess this
objective? This is matched to
the above objective.

Anticipatory Set
How will you engage students
in learning and activate prior
knowledge? (5-7 minutes)

Content Delivery
How will the lesson include
such activities as:

Connections to prior
knowledge
Vocabulary development
Reading
Discussion
New information

Discussion Questions will be used to asses student understanding. Students will respond to two
questions of choice from the discussion questions as an exit slip assessment.

Show students a large container of clean Bay water. Students discuss what the water looks like
and what types of living things might live in this water.

1. Review prior knowledge about Chesapeake Bay watershed with map. Identify where Breton
Bay feeds into the Potomac River. This is where we got the water for the anticpatory set. Review
ideas and vocabulary learned from the power point we viewed yesterday.
2. Introduce "Who Polluted the Chesapeake By" obejctives which are written on the board (see
attached sheet).
3. Hand out materials to students (see attached materials list).
4. Explain to students that I will tell a story about the Bay and the students will play a part in the
story. When they hear the name of the character listed on their Dixie cup mentioned in the story,
they should empty its contents into the container (representing the Bay). Students should think
about the context of the story and what their dixie cup contents represent and how it got in the
Bay.
5.Tell students that we will be discussing the story after it is read and acted out. Students will also
be responsible for answering some questions about the Bay (hand out questions prior to activity
so students know ahead of time what to expect).
6. Read the story, "Who Polluted the Bay." Pause after questions to give the students time to think
and respond. After the story has been read, use the attached questions for follow up discussion.
7. Students choose 2 of the questions from the discussion sheet for their exit slip assessment.

Guided Practice
What strategies will be used
to model and practice new
skills, concepts, or content?

The teacher will use questioning techniques to elicit responses from students as the Bay story is
read aloud.
Students will be assigned a collaborative group where they will disucss what they learned about
the pollution of the Bay and discuss the follow-up questions.

Independent Learning
Activities:
In what independent or
cooperative activities will
students be engaged while
other students are in guided
reading with the teacher?

Students will work independently to respond to two of the discussion question in wriitng. This will
be used as an exit slip assessment to check for understanding.

Differentiation
How will you differentiate
instruction for all levels of
learners? What interventions
will you need to employ?

Extension Activities
What will students do to apply
and extend their new skills
and understandings in a
meaningful way?

Closure
How will you guide students
in reflection and next steps?

Homework
What assignments will be
given to help students practice
skills?

There is not a great deal of differentiation that is required in this lesson since students will be
listening to the story. Students who may need to focus on listening will be placed in close
proximity to the teacher as she reads aloud. Students will be grouped in heterogenous groups
according to abilities. Students with special needs will be placed with an appropriate positive role
model.
Students will be working on an action plan during the unit where they will create artwork and
wriiting pieces that will focus on how the Bay became polluted and what we can do to improve the
health of the Bay. These action plans will be presented to the town council.

We will close the lesson by going back to the watershed map and reviewing how the Bay became
polluted. I will present them with a container of original Bay water so they can compare the two
containers, and review the objectives that are written on the board.
Students will start thinking of ways that we can protect the health of the Bay and record their
ideas in their journals for the unit.

Engagement: What is water pollution?

Objectives: The students will develop a definition of water pollution that will be
used for this series of lessons. The students will also see pictures of water
pollution and begin to develop an idea of the causes and sources of water pollution.

Directions/Procedure:

1.
2.

On the board write Water Pollution

Ask students to give a word or phrase that relates to
water pollution and write their responses attached to the central term.

3.

Go through the answers and make links between

statements and add new statements as they come up.

4.

Ask the students if they have ever seen examples of

water pollution. Have them give details like location, type of water body, type of
pollution, did they tell someone about it/make an effort to clean it up?

5.

Show the Power Point slides Water Pollution. There are

questions to ask the students for every picture. Print note pages from the
Power Point and the questions will print under the slides for your reference.

Exploration A: Who Polluted the Bay?

Summary:
Using a model to represent the Chesapeake Bay (or another local body of
water), students participate in an interactive story dramatizing how, as
populations increase and resource use changes, a body of water becomes
polluted. This graphic example demonstrates that we are all part of the
pollution problem, and that we all must be part of the solution. Students will
discuss ways to conserve our valuable resources and how each of us can
reduce pollution, trash, and waste each day.

Objectives:
Students will:
o List the main pollutants in our nations waterways and identify their
sources.
o Draw connections between individual actions and consequences at the
community level.
o Discuss the positive actions that can be taken to help conserve
resources and prevent pollution.
o Realize that protecting the environment is not a one-time event, but
requires ongoing changes in daily habits.

Materials:
o 1 large clear container of water displayed in front of the class
o 1 labeled Dixie cup per student
o various ingredients (all are safe for students to handle)

Dixie Cup
Label

Ingredient

trees

leaves (dry)

construction site

soil (dry, clayish)

person fishing

fishing line or dental floss

farmers

baking soda

gardeners

baking soda

beach party

assorted litter

family Picnic

assorted litter

barnyard

cat litter

washing the car

soapy water

antifreeze

water with blue and green KoolAid

mystery Liquid

water and soy sauce

homeowner

water, orange Kool-Aid, and toilet

paper

electricity plant

vinegar

commuters

vinegar and vegetable oil

motorboat

vinegar and vegetable oil

Dry Ingredients: Fill Dixie cups half full with dry ingredients listed above.
Liquid Ingredients: Fill Dixie cups almost full with liquid ingredients listed
above.

Procedure
1. Prepare and label the film Dixie cups as described in the material
section.
2. Explain that you will tell a story about the bay and that students will
play a part in the story. When they hear the name of the character
listed on their Dixie cup mentioned in the story, they should empty its
contents into the container (representing the Bay)
3. Read the story on the next 2 pages. Pause after questions to give the
students time to think and respond. After the story has been read, use
the following questions for a follow up discussion.

Story: Who Polluted The Bay

For thousands of years, people have lived on the banks of the Chesapeake
Bay. They hunted in the forests, harvested foods from wetlands, and caught
fish in the Bay.
o
Imagine that the container of water in the front of you was taken
from the Chesapeake Bay by a Native American 500 years ago.
o
How does it look to you?
o
Would you drink this water? Would you eat the fish from this
water? Would you swim in this water?
One of the first explorers to visit the Bay kept a journal of his discoveries.
He wrote about the Native American villages, the tributaries of sweet
water, and seeing so many fish that he and his crew tried to scoop them out
with a frying pan.

Soon colonists began to arrive. They found fertile land for farming, forests
teeming with wildlife, and a Bay that provided ample food. It was an
outstanding environment for settlement, and the colonists prospered.
o
o

How do you think colonists used the bay?

Do we use the bay in the same way(s) today?

The bay has changed a lot since it was first explored. This is a story of
those changes. Listen for the name of the character printed on your Dixie
cup. When you hear your character named, bring the Dixie cup here and
dump its contents into the bay.

Years went by, and occasional storms drenched the area. High winds
whipped through the Trees and blew leaves into the water.

Gradually towns started to grow along the banks of the river. Developers
cleared wetlands and forests to build houses and businesses. Rains washed
loosened soil from Construction Sites into the bay.
Is this water safe to drink? (If the response is no, ask if the bay
had leaves or soil in it when explorers first drank from it.)
o
Would you swim in it? Is it safe for wildlife?
o

At first, towns were small. Upstream, Farmers planted crops to feed the
towns growing population .Some of those crops grew right up to the banks of
the bay, and fertilizer washed off the land and into the water.

Other farmers kept pigs, cows, and other animals in their Barnyards. As
rainwater drained out of the barnyard, it carried some of the manure into a
little creek behind the farm. The creek flows into the bay.
o
o
o

Would you drink the water now?

Would you swim or boat in it?
Is it safe for wildlife?

As the towns grew, more and more people began to move to the nearby
countryside. These rural houses are not connected to the city sewer system.
Wastewater from these houses flows into septic tanks under the ground.
One Homeowner did not maintained his septic tank, and poorly treated
sewage seeped into the bay.

To meet the electricity needs of the towns, area officials decided that they
would need to generate more power. To burn coal and produce power, an
Electric Power Plant was built along the bay. Gases coming out of the
smokestacks combine with moisture in the air to form acids. The pollution
falls back to earth as acid rain or smog.
o
o
o

Would you drink this water now?

Would you swim or boat in it?
Could fish or other wildlife live in water that was like vinegar?

Traffic congestion can also be a problem for Commuters and truck

drivers who drive to and from work. Exhaust fumes, just like power plants
emissions, can cause acid rain. If a vehicle is not kept in good repair, it
might also leak oil or other fluids, which will wash off the pavement and into
the Bay with the next rain

And how do the residents of the town and surrounding areas spend their
time? In one neighborhood, a lot of Gardeners are out working in their

yards. Some of them are using weed killers and insect sprays to keep the
lawns pretty. The next rain will wash some of these into a little creek nearby
and into the bay.

One father is teaching his daughter how to change the Antifreeze in the
family truck. They pour out the used antifreeze into the driveway. Antifreeze
is sweet tasting and can poison animals if they drink it. It can also get into
the nearby creek and poison fish.

Nearby, a boy is Washing the Car. The soapy water rushes down into
the driveway into the storm drain; the storm drain empties into the bay. The
grease and grime on a car contains asphalt from the roads, asbestos from
the brakes, rubber particles from the tires, toxic metals, and rust. If the boy
had gone to the local car wash, the water would have been treated before it
returns to the bay.

Next door, a family is cleaning out their garage. They find an old rusty
can with a tattered skull and crossbones label still stuck on it. What could it
be? It looks dangerous, and they want to get rid of it before someone gets
hurt. But how? Junior gets an idea: Lets pour it down the drain by the
curb! So the Mysterious Liquid goes down the storm drain. The poison is
out of sight, but it is headed to the Bay.

On nice days, many people head down to the Bay. Some zoom all around
in Motorboats and dont notice that a little oil leaks into the water.

A group of friends have spread blankets on the shore for a Beach Party.

Lots of families are Picnicking in the parks too. Some of these people
have left trash on the shore. With the next storm, that trash will wash into
the bay.

On the shore, a Person Fishing snags a hook on a log, and breaks off the
nylon fishing line.

Explanation A:

Discussion Questions:
1

Who polluted the bay? (Everyone played a role)

2 What effect did the increasing population have on the water quality of the
bay? (More people meant less wetlands and trees-which filter water, there
were more vehicles, there was less open space, etc.)
3 Can you think of any ways that population increases helped the bay? (Higher
population densities led to more efficient use of resources, stronger
environmental laws, public resources like sewage treatment plants, etc.)
4 Think about the pollution contained in your Dixie cup. Could something be done
to prevent that type of pollutant from entering the water? How? (Go around
the group and let each student address the pollutant in their Dixie cup.)
5 Challenge students to come up with ways to clean up the water in the container;
after all, everything has to go somewhere. (Solids can be strained out. They
may also find filters or absorbent cotton helpful.)
6 Once this type of pollution has entered the bay, how can we get it out? How
can we clean up the bay? Do they think it is easier to prevent pollution or to
clean it up later? Have them explain their ideas.
7 What could each of us do to help improve the health of our bay by preventing
some of this pollution? (Possible answers include: biking or walking instead of
driving, conserving water, picking up litter, pulling weeds instead of spraying
them, install bat boxes to control insects instead of using insecticides, etc.)

SMCPS Lesson Plan #2

Unit/Theme:
Dates Covered
Course

How Can Art and Literacy Be Used to Educate Others About the Health of the Chesapeake Bay
Watershed? Art Project #2 Reusing Recyclables and Dale Chihuly Sculpture
To be determined by agreement of 5th Grade and Art Teacher
Fifth Grade Art

Marking Period

TBD

Teacher:

Yvonne Patton

Lesson Planning
Objective (use VSC)
What will students know and
be able to do as a result of
this lesson?

MCCRS Music and Art 2014 Writing

Writing Anchor Standard 2: Write informative and explanatory text to
convey complex information clearly and accurately through purposeful
selection and organization of content.
MCCRS Music and Art 2014 Literacy (Speaking and Listening)
Speaking and Listening Anchor Standard 1: Prepare for and participate
effectively in a range of conversations and collaborations with diverse
partners, building on others ideas and expressing their own clearly and
persuasively.
St. Mary's County Public Schools 5th Grade Elementary Visual Arts
Expectations
A1. Understand that artists create and express themselves using different
types of media,
techniques, and styles (Modern Art - Realism and Abstract).
A2. Describe how one artists style/artwork is different from another and
how they are
similar. (e.g., How is Picassos "Tragedy" different from Whistlers
Mother?)
A3. Identify some art careers - illustrator, photographer, painter,
printmaker, stained glass
artist, architect, sculptor, weaver, fashion designer, recycle artists.
A4. Recognize and describe art vocabulary.
C4. Understand that art can include math, science, reading, and other core
content.
P1. Understand different techniques (drawing, painting, printing, sculpture,
collage).
P2. Understand different types of media (marker, oil pastels, crayons,
watercolor, Sharpie,
tempera, chalk, clay, cut paper).
P3. Know how to work safely with different materials and techniques
(walking in the art room,
holding scissors with the points down, keeping away from certain areas,
keeping clay tools
safe).
P4. Identify, describe, and use the Elements of Art (color, line, shape, form,
texture, space and value).
Use line to create the illusion of space (background, foreground, middle
ground).
Identify and create a horizon line.

 Use overlapping to show space.

Overlapping shapes to create depth of field.
Create shapes going out of the picture field to show depth.
Simulate texture visually in two/three dimensions (e.g., drawing scales on
a fish).
Identify the basic geometric forms (cube, cylinder, cone, rectangular
prism).
Create balance using form (sculpture, mobile, etc.)
Create a composition using geometric/organic shapes to make balance,
texture, variety, pattern, and proportion.
CR2. Talk about a work of art using art vocabulary.
CR5. Make a judgment about the piece.
Assessment (Formative)
How will you assess this
objective? This is matched to
the above objective.

Anticipatory Set
How will you engage students
in learning and activate prior
knowledge? (5-7 minutes)

Content Delivery
How will the lesson include
such activities as:

Connections to prior
knowledge

Vocabulary development

Reading

Discussion
New information

A self-reflective assessment and a student performance-based checklist (process grade) will be

given.
http://www.pinterest.com/pin/272256739946123388/
Dale Chihuly video, 'Through the Looking Glass'
Prior knowledge will be built and transferred from the 5th Grade Environmental Science unit which
should be running concurrently. Art Teacher/Classroom teacher can introduce the following
Focus Questions before the video.
Focus Questions:
1. What types of types of materials can be found on the shores of a river or other tributary?
As students brainstorm water bottles are sure to be cited.
2. What harm can water bottles do?
Explain that if a water bottle goes to a landfill, it will end up sealed in the ground. It wont be able
to decompose without water and air getting to it.
If it goes down a storm drain it ends up in the waterway, polluting the habitat and potentially
causing physical harm to its inhabitants.
3. How can water bottles be dispensed in a positive way? Recycling is the best option for both
keeping the bottles out of the waterways and landfills but also helps our resources the more
we recycle, the less material (oil) we need to create new
water bottles.
Another option we can consider for water bottles or
other discards, is to REUSE them and create
unbelievable ART!!
Materials: sanitized water bottles, watered down acrylic
paint or watercolors mixed with glue, large
brushes/funnels, florist wire, chicken wire cone,
nippers, scissors, box cutter, heavy wire for hanging.
Vocabulary: sculpture, organic form, geometric form,
acrylic, watercolor, spiral, reuse, recycle, tributary,
Chesapeake Bay, decompose, landfill, florist wire
Proceed to the Chihuly video and afterwards show students how we can imitate his
effects in glass by reusing plastic water bottles.

Guided Practice
What strategies will be used
to model and practice new
skills, concepts, or content?

Teacher will model the steps for both painting and cutting the bottles into spirals and attaching
them to the cone with florist wire.

Independent Learning
Activities:
In what independent or
cooperative activities will
students be engaged while
other students are in guided
reading with the teacher?

Differentiation
How will you differentiate
instruction for all levels of
learners? What interventions
will you need to employ?

Does not apply

Students work as a team and create up to 10 water bottles each with acrylic coloring or a
combination of watercolor and glue. Students can coordinate their efforts together as a team
and/or work individually. Any student having difficulty can ask for another student to assist.

What will students do to apply

and extend their new skills
and understandings in a
meaningful way?

This is an extension lesson of the 5th Grade Environmental Science unit however, each student
will write a self-reflection to show what they learned and can apply this knowledge to a new
throwaway item transforming it into something reusable so it doesnt end up being added to
our shorelines. Discussion will also encourage students to recycle items as often as possible.

Closure

Students will perform the 3-2-1 Self- Reflective piece.

Extension Activities

How will you guide students

in reflection and next steps?

Homework
What assignments will be
given to help students practice
skills?

Pre-Homework: Bring in water bottles from home and around the neighborhood for this project!
Ask them to clean in the dishwasher or bleach first!!

Name:

Grade 5

Dale Chihuly Sculpture

3 Things I learned by making this project.
1.__________________________________________________________________________
_2._________________________________________________________________________
__3.________________________________________________________________________
___

Things I learned that I can do to help protect the Bay.

1__________________________________________________________________________
_2_________________________________________________________________________
__

Thing I will never forget.

1.__________________________________________________________________________
_

SMCPS Lesson Plan #3

Unit/Theme:
Dates Covered
Course

How Can Art and Literacy Be Used to Educate Others About the Health of the Chesapeake Bay
Watershed? Lessons 1,2,3 - Watershed Art Activities
4 to 6 weeks TBD with 5th Grade Teacher Jody Fagnano L.E.S.
Fifth Grade Art

Marking Period

During
School
Year

Teacher:

Ellen Duke- Wilson L.E.S.

Lesson Planning
Objective (use VSC)
What will students know and
be able to do as a result of
this lesson?

MCCRS Music and Art 2014 Writing

Writing Anchor Standard 2: Write informative and explanatory text to
convey complex information clearly and accurately through purposeful
selection and organization of content.
MCCRS Music and Art 2014 Literacy (Speaking and Listening)
Speaking and Listening Anchor Standard 1: Prepare for and participate
effectively in a range of conversations and collaborations with diverse
partners, building on others ideas and expressing their own clearly and
persuasively.
St. Mary's County Public Schools 5th Grade Elementary Visual Arts
Expectations
A1. Understand that artists create and express themselves using different
types of media,
techniques, and styles (Modern Art - Realism and Abstract).
A2. Describe how one artists style/artwork is different from another and
how they are
similar. (e.g., How is Picassos "Tragedy" different from Whistlers
Mother?)
A3. Identify some art careers - illustrator, photographer, painter,
printmaker, stained glass
artist, architect, sculptor, weaver, fashion designer, recycle artists.
A4. Recognize and describe art vocabulary.
C4. Understand that art can include math, science, reading, and other core
content.
P1. Understand different techniques (drawing, painting, printing, sculpture,
collage).
P2. Understand different types of media (marker, oil pastels, crayons,
watercolor, Sharpie,
tempera, chalk, clay, cut paper).
P3. Know how to work safely with different materials and techniques
(walking in the art room,
holding scissors with the points down, keeping away from certain areas,
keeping clay tools
safe).
P4. Identify, describe, and use the Elements of Art (color, line, shape, form,
texture, space and value).
Use line to create the illusion of space (background, foreground, middle
ground).

 Identify and create a horizon line.

Use overlapping to show space.
Overlapping shapes to create depth of field.
Create shapes going out of the picture field to show depth.
Simulate texture visually in two/three dimensions (e.g., drawing scales on
a fish).
Identify the basic geometric forms (cube, cylinder, cone, rectangular
prism).
Create balance using form (sculpture, mobile, etc.)
Create a composition using geometric/organic shapes to make balance,
texture, variety, pattern, and proportion.
CR2. Talk about a work of art using art vocabulary.
CR5. Make a judgment about the piece.
Assessment (Formative)
How will you assess this
objective? This is matched to
the above objective.

Student self- assessment checklists (product -based). Performance-based assessment (process

-based). Vocabulary Quiz lists and worksheets.

Anticipatory Set
How will you engage students
in learning and activate prior
knowledge? (5-7 minutes)

We will view and discuss excerpts from these videos and discuss how art can impact social
opinion of environment issues.
During GLTM "Eric Carle Is An Author By Miss Smith" worksheet
1. "Eric Carle-Picture Writer" video excerpts on art/collage techniques.
During GLTM "Eric Carle discusses the artist who painted A Blue Horse".
2. Eric Carle "Mister Seahorse"
3. Eric Carle "I See A Song"
The students are going to get to use assorted recyclable materials they have collected.
Bring water-quality samples created in science class.
Make observations unique to the qualities of specific pollutants (nutrients, sediments and toxins)

Content Delivery

Prior knowledge will be built in and transferred from the 5th grade EnvironmentalScience Unit.
Art Teacher will introduce investigative focus questions before the lesson using the following.

How will the lesson include

such activities as:

Connections to prior
knowledge

Vocabulary development

Reading

Discussion
New information

1. What is the Chesapeake Bay Watershed? (Power Point "What Is the watershed?-YL Patton)
2. What negative materials are found in the Chesapeake Bay Watershed? (Science
Lesson"Who Polluted The Bay" J Fagnano/SMCPS Curriculum)
3. How can Art illustrate the quality of health in the Chesapeake Bay Watershed?
(Art Lesson"Watershed Pollution Solutions" Poster
Discussions/Illustrations/Exhibition/Publication Ellen Duke-Wilson)
art vocabulary worksheets

Guided Practice
What strategies will be used
to model and practice new
skills, concepts, or content?

1 (Water Quality Observational Drawing Images)

Students will divide paper into 8 sections (math), then paint, draw, sketch images (Observational
Drawings) of pollutants in the bay for each section of the paper using Eric Carle's Collage
techniques. (Save for final project)
2 (Watershed Drawing / Painting Illustration)
Students will draw a picture (12 by 18) of the Chesapeake Bay Watershed including fields, farms,
marshes, creeks, communities, flora and fauna, humans, sealife and animals. (Save for final
project)
3 (Completed Sea- Creature Collage titled Watershed PloutionSolution Illustration)
Students will create a Collage of a Crab, Striped Bass and / or Oysterbed using the water quality
illustrations papers from Lesson1. These collages will be attached to their watershed paintings
from Lesson 2 to create the final posters.
Materials needed: 9 by 12 white scrap paper(reusing the back of an old memo), 12 by 18 blue
construction paper, tempera paint, markers, watercolors, crayons, colored pencils, chalk, wet /
stick glue, 25 pairs assorted edge cutting scissors.
Assorted found objects from class scrap box
Posters of the Chesapeake Bay watershed
Art journal for letter writing activities
Bandanas for Clean-Up

Independent Learning
Activities:
In what independent or
cooperative activities will
students be engaged while
other students are in guided
reading with the teacher?

Students will bring in Cloth Bandanas to use for clean-up in the art Room (reduces paper waste)
During work sessions, the video will play to inspire the students with its beautiful music and
vistas.
Students will independantly add vocabulary to the word wall each lesson.
Each week building more words for wall to incorporate for our Final Action Plan Letter Writing
Activities.
Students will begin journal writing rough drafts of letters to the St. Mary's County Commissioners,
the Leonardtown Councilmen / Public meetings and the Southern Maryland Trails/Tourism Guide
promoting the use of student-made arts in school, county and hopfully state publications.

Differentiation
How will you differentiate
instruction for all levels of
learners? What interventions
will you need to employ?

Students can choose materials (media) suited to their skill level. (There is no wrong way to create
colorful papers with Eric Carle's techniques) - almost anything goes just like Modern/ Abstract Art.
Students can use glue they are comfortable with and there is a huge variety of scissors to choose
from including handicapped grippers. Students enjoy working in cooperative groups helping/
encouraging each other express unique thoughts and individual ideas.

Extension Activities
What will students do to apply
and extend their new skills
and understandings in a
meaningful way?

The students will use final art products/projects to create a bulletin board in the cafeteria
captioned "What Can I Do To Help Make The Chesapeake Bay Healthier!"
Students will finalize and mail letters to public officials with pollution concerns and solutions.
Students will present Pollution Solution Poster artworks to Leonardtown Councilmen with ideas/
illustrations to reduce, reuse and recycle for a healthier Chesapeake Bay.

Closure
How will you guide students
in reflection and next steps?

Together with the students, the Leonardtown Councilmen will pick poster(s) that may be
published in our town magazine (The Leonardtown Beacon).
Students/Teachers will begin a campaign to encourage all students to use Bandanas instead of
paper waste products for quick clean-ups in the classroom and cafeteria.
Student Government group will make several posters to be posted around the school, ie. posters
illustrating/explaining the need to reduce and reuse with a "Pollution Solution Resolution.I Will
Reduce Paper Waste in The Chesapeake Bay Using a Bandana To Clean UpThe World!"
Students and teachers will promote the use of Bandanas using positive peer pressure techniques
(Bringing bandanas in lunches boxes from home. ( Follow Along With Me.Do as I do for a

Healthier Enviroment!)

Homework
What assignments will be
given to help students practice
skills?

Students are encouraged to bring Bandanas from home to use everyday!

Look for L.E.S. and other student artworks in town, county and state publications
Continue to bring in and add words to the art room Art/Environment Word Wall
Students will continue bringing recycled materials to add to our beautiful junk art scrap box

Book

Author

Collage

Illustrator

Pages

Written

Draw

Publisher

Title

Ideas

Creative

Art

Binding

Cover

Message

Comprehension Questions
Name three books by Eric Carle
1.________________________2._____________________
3._________________________
What is your favorite book written by Eric Carle book?
My favorite book written by Eric Carle is ____________
_______________________________________________.
Name the three things that affect the health of the
Chesapeake Bay Watershed.
1._______________________________
2._______________________________
3._______________________________

Mix and Match Watershed Pollution

Draw a line across to match correct answers
a. Sediments
b. Nutrients
c. Toxins

1. soil run-off
2. heavy metals, burning
fossil fuels and chemicals
3. fertilizers

Forming and Presenting Conclusions & Student

Action/Civic Engagement Project:
Meaningful Audience & Description
Student projects will make recommendations on how to
improve the Bay and its Watersheds health.
These projects will be on public display at school and
individual collages/photos/writing selections can be
presented to the Board of Education, Capital Planning
Office, Leonardtown Council, and St. Marys County Fair.