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Traditions around the world

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Link: https://www.in.gov/doe/files/Grade-2-SS-Standards-2020.pdf

Code: 2.3.4

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Lesson goals (This is not for now, but later.)

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Lesson goals (This is not for now, but later.)

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e.g. Given multimedia presentations about tradition around the world, students will be able to describe their own traditions and their peers' traditions.

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The way of interactivity (This is not for now, but later.)

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The way of interactivity (This is not for now, but later.)

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e.g. Multiple choice, Reflection, Short answer, Matching...

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Modern Art movements and Societal Shifts: Impressionism and rapid industrialization  

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Modern Art movements and Societal Shifts: Impressionism and rapid industrialization  

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An introduction to basic knitting skills.

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Creating accessible lesson plans and early education STEM curriculum

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With a focus of Indiana

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https://www.in.gov/doe/files/introduction-afnr-framework.pdf

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Domain - Animal Nutrition Core Standard 4 Analyze the nutritional requirements of animals and analyze feed rations to assess their effectiveness ALSA-4.1 Assess nutritional needs for an individual animal based on its growth stage and production system. ALSA-4.2 Design and defend the use of a nutritional program by demonstrating the relationship between the nutrient requirements and the feedstuffs provided. ALSA-4.3 Identify essential and non-essential nutrients. In addition, describe the relationship between amino acids, vitamins and minerals in the health of cells and organs. ALSA-4.4 Select appropriate feedstuffs for animals based on a variety of factors (e.g., economics, digestive system and nutritional needs, etc.). ALSA-4.5 Select and utilize animal feeds based on nutritional requirements, using rations for maximum nutrition and optimal economic production. ALSA-4.6 Make and defend decisions regarding whether to use feed additives and growth promotants after researching and considering scientific evidence, production system needs and goals, and input from industry professionals. ALSA-4.7 Select, evaluate and defend the use of specific tools or equipment used to perform animal nutrition tasks. ALSA-4.8 Evaluate and summarize the potential impacts, positive and negative, of compliance and/or noncompliance with a feed label and feeding directions. ALSA-4.9 Research and recommend technology improvements to provide proper nutrition to animals

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My goal is to teach students what forestry is and what careers come from the industry to ensure that they can explore all of their options prior to entering the workforce.

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I plan to use formative and summative assessments such as: unit exams, quizzes, exit tickets, bellringers, hands on projects, field trips, and research projects. Doing these things will allow students to be proficient in learning the material.

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VA:Re.7.1.6a, Identify and interpret works of art or design that reveal how people live around the world and what they value.

VA:Cn11.1.6a, Analyze how art reflects changing times, traditions, resources, and cultural uses.

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1. Students will be able to read yarn labels and decide which yarn weight and needle size to use together to create their desired tension when knitting.

2. Students will be able to cast on stitches

3. Students will be able to knit a garter-stitch scarf

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Standards

VA:Cr2.1.6a: Demonstrate openness in trying new ideas, materials, methods, and approaches in making works of art and design.

VA:Pr4.1.6: Analyze similarities and differences associated with preserving and presenting two-dimensional, three-dimensional, and/or digital artwork.

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Students will primarily learn through video demonstrations and class discussions.

Students can be quizzed about knitting vocabulary and techniques using multiple-choice questions.

Reflections and short answer questions can be assigned to students so that they have the opportunity to philosophically think about knitting as an art from, as well as an opportunity to think about the history of knitting and its origin.

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(piglet production)

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1. When presented with a work of Impressionist art, students will be able to identify within the painting the characteristics of the period and/or technologies which reveal how those people lived at that time.

2. Students will be able to identify the societal shift which occurred during the impressionist art movement and will be able to explain how rapid industrialization affected the lives of the everyday person through a writing prompt.

3. Students will be able to demonstrate their understanding of the influence rapid industrialization had on art and how it facilitated the beginning of the Impressionist art movement through a writing prompt.

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Research and presentations of the innovations of the 1860's.
Small group art criticism activity for a deep analysis of Impressionist art works using google art and culture.
Writing prompt about the influence of industrialization on art.