Worksheets DEEN LES & ES Resource BANK Project

DEEN LES & ES Resource BANK Project

LES Design Template

Learning and Evaluation Situation (LES)
This is the term for the process of developing and evaluating a competency. It includes the targeted subject-specific competency and cross-curricular competencies, a series of Learning Activities and one or more Complex Tasks.
Learning Activity
This is a classroom activity in which teachers support students in acquiring knowledge, skills or strategies. The student will use these experiences to apply in a new situation.
Complex Task
A new situation that requires the student to apply the knowledge, skills or strategies acquired during the series of Learning Activities. These tasks are increasingly complex, require that the student use more resources and require the student to become increasingly independent. The Complex Task is the only situation that allows the teacher to evaluate the development of competency.

Learning and Evaluation Situation Design Template

Subject:Visual Arts

Cycle: 3

Year: 3 (grade 6)

LES #

Title: Playful Park Design

Document lifecycle

Version Information / Draft #: 3 / Date created:
Aug.23, 2012
Phase / Name(s) / Date Due
Design / Julie Etheridge
Review
Content redesign/ revision
Linguistic revision / Avis Anderson
Classroom piloting
Approval for development phase / Yes No Revisions pending
Name: / Date
Final document to be published as
(once approved for publication) /  PDF – Filename:
 Web-based on CMS – URL:
 LES in LMS for online course – Location:
 Other: / Deadline

LES Overview

Main Question or Focus / Description of Learning Situation and
Learning Goals / Student Products and Processes
If you were to design a park for an urban environment, what would you need to consider and what would the parklook like? / The students will explore their relationship with the urban environment by investigating the designs of several parks. They will be exposed to the history of park designs as well as present-day environmental issues relating to parks and urban development. The students will be invited to complete four individual Learning Activities and one group LES of a park model. / The students will be invited individually to create a sensory map and a collage/drawing. They will be invited to conduct a web search. They will be invited to create a group model and present their work as a group.

Learning Activity Overview

Learning Activity/Task / Timeframe
Learning Activity 1: See, Smell, & Hear PowerPoint & worksheet / 2 classes of 50 minutes
Learning Activity 2: Worksheet / 1 classes of 50 minutes
Learning Activity 3: Collage / 1 class of 50 minutes
Learning Activity 4: Park Art PowerPoint & worksheet / 2 classes of 50 minutes
LES. Activity5: Park Project / 13 classes of 50 minutes
Group presentation / 2 classes of 50 minutes
TOTAL: / 22 classes of 50 minutes

QEP Alignment

Broad Areas of Learning

Health and Well-Being / Career Planning and Entrepreneurship / Environmental Awareness and Consumer Rights and Responsibilities / Media Literacy / Citizenship and Community Life
Students will examine the development of parks and how it affected community life. Students will develop environmental awareness due to the issues of urban development and waste.

Cross-Curricular Competencies

Choose no more than three (3) CCCs to track or evaluate per learning situation.

Intellectual
Uses information
Solves problems
Uses creativity
Exercises critical judgment / Methodological
Adopts effective work methods
Uses ICT / Personal and Social
Achieves his/her potential
Cooperates with others / Communication
Communicates appropriately
How are the chosen CCCs being developed in the learning situation? What tools or supports are being used? (maximum of three)
Uses creativity

Students will use creative judgment to complete various Learning Activities.
Students will conduct research using the Internet, make choices and adapt these choices to help with creating their artworks.
Students will be invited to examine the social and cultural values of daily life in class discussions.

/ Uses information

Students will use information that is presented and discussed in the PowerPoint presentations to complete the Learning Activities.
Students will gather research from their own personal experiences and from a guided web search to fill in worksheets.
Students will be invited to explore issues related to the environment and consumer responsibilities in class discussions.
Students will select information and use it in their park models.

/ Cooperates with others

Students will learn how to cooperate with others to create their models.
Students will develop their listening and communication skills while compiling the Planning Sheets.
Students will work together to adopt effective work methods with the help of the teacher.
Students will participate in group discussions.
Students will plan and carry out work with others.

DEEN LES Resource Bank Project 2013-20141

Released under a CC BY-NC-SA 3.0 licence

Subject-Specific Competency Development and Evaluation

Subject Competency 1:
To produce individual works in the visual arts / Subject Competency 2:
To produce media works in the visual arts / Subject Competency 3:
To appreciate works of art
Key Features /

Uses personal ideas inspired by the stimulus for creation.
Uses transforming gestures and elements of visual arts language.
Organizes the elements he/she has chosen.
Shares his/her creative experience.

Is receptive to ideas, images, emotions, sensations and impressions evoked by the stimulus.
Focuses on the message of environmental awareness due to the issues of urban development and waste.
Takes into account the characteristics of the target audience when designing the park model.
Explores various ways of conveying ideas through images and adapting them to the target audience through sketches to create the model.

Examines a work of art for elements of content.
Uses appropriate subject-specific vocabulary.
Makes a critical or aesthetic judgment.
Examines a work of art for sociocultural references.
Makes critical judgments of consumerism and environmental issues.
Make connections between what he/she has felt and examined.

Students will make use of their memory of transforming gestures and knowledge of visual arts language when completing drawing/collage activities.
Students will perfect methods for using these gestures and elements through sketches before completing their final drawings/collages.

Students will experiment with methods to create the park model with recycled materials.
Students will use their memory of transforming gestures and knowledge of visual arts language when discussing how to construct the park model with their team.
Students will adapt their choices for a target audience.

Students will be asked to use visual arts language during class discussions, in the short written assignments and during their oral presentations.

Students will complete various Learning Activities in order to acquire knowledge to carry out the group LES of a park model.
The Learning Activities will draw on the students’ personal experiences to complete the activities.

Students will shape and organize the material and language elements, based on the message to be conveyed in their park model.
Students will review choices of materials and language with their team and teacher.
Students will make adjustments to make their models more coherent and reflect the environmental issues addressed with respect to urban space and waste.

Students will participate in class discussions while discussing the PowerPoint presentations.
Students will conducta guided web search.

Coherent relationship between the stimulus for creation, the development of ideas, the development process and the result of his/her creation.
Effective use of transforming gestures.
Appropriate use of the properties of materials during drawing and collage activities.
Personal use of visual arts language.
Coherent organization of the image’s components.
Authentic production that integrates original and expressive elements.

Coherent relationship between the stimulus for creation, the development of ideas, the shaping and the result of his/her group’s creation.
Appropriate use of the properties of the recycled materials in the park model.
Authentic production that integrates original and expressive elements.
Integration of periods of reflection and review of the creative experience through peer and teacher feedback.

Coherent relationship between components of the image, what he/she has felt and his/her appreciation of the work.
Personal elements in his/her interpretation.
Effective use of subject-specific vocabulary to communicate his/her appreciation during class discussions.
Appropriate use of spoken and written language to communicate his/her appreciation in class discussions and on worksheet assignments.

Opportunities for students to demonstrate competency development through self-reflection and drawing activities.
Methods to gather information about the development of the competency through the various learning activities.
Feedback given during group discussions and through the use of specific rubrics.

Students will analyze their groups’ creative intention and progress.
Teacher will evaluate each team’s park model using a rubric.
Students will identify what they have learned by completing a self-evaluation form.

Opportunities for students to demonstrate competency development through class discussions, small-group discussions and an oral presentation.
Feedback given daily through class discussions, short-answer worksheets and through a final rubric based on the oral presentation.

DEEN LES Resource Bank Project 2013-20141

Released under a CC BY-NC-SA 3.0 licence

QEP Content

DEEN LES Resource Bank Project 2013-20141

Released under a CC BY-NC-SA 3.0 licence

Learning Situation Details

Phase: 1

See, Smell, Hear! and Mapping

Timeframe: 2 x 50 minute classes

Competency: To produce individual works in the visual arts and to appreciate works of art

Evaluation Criteria / Intellectual Operations / Pedagogical Intentions
Pertinent use ofprecise and controlled transforming gestures
Complex organization of elements / Appropriate use of knowledge / Students will become familiar with three different artists from three different time periods.
Students willbecome familiar with spatial representation: perspective with overlapping, foreground, middle ground and background.
Students will become familiar with specific vocabulary: warm and cool colours, texture, pattern and repetition.
Students will develop an awareness of the urban space they travel in and comment on the natural environment they encounter in their journey to school.
Role of the teacher
The teacher will present content via a PowerPoint presentation. The teacher’s role is to introduce several artists who have used the theme of parks while teaching the students specific art vocabulary. The teacher will invite the students to reflect upon their daily journeys to school as well as the environment they live in. The teacher will invite the students to examine an artist who designs parks with unconventional materials. After students complete their Observation Sheets, the teacher will discuss their answers by focusing on how many elements of the natural world the students were able to observe in their urban environment. The teacher will introduce the Sensory Map to the students and invite them to sketch their maps before they create the final copy. The teacher will invite the students to think of symbols theycould use in their Sensory Maps to express their journey to school.
Role of the student
Studentswillbe invited to participate in a class discussion. They will be invited to reflect upon their own experiences. Students will complete an Observation Sheet alone. Once the sheet is completed, students will be invited to share their answers in pairs and communicate their points of view. Students will develop an awareness of how many elements of the natural world they experience each day. Finally, students will be invited to work alone on their Sensory Maps.
Tools and supports needed for this activity Electronic tools, templates, etc.
Name or description of tool or support
Student templates
Rubrics
Worksheet for PP / Status
Existing
To be created
In progress / If existing, insert URL or filename:
001-Playful_Park_Design_Student_Resources.doc
001-Playful_Park_Design_Rubrics.doc
001-Playful_Park_Design_Optional_Worksheets.doc
Resources used in this activity Print, media, exercises, etc.
Name or description of resource
PowerPoint presentation
Teacher documents / Status
Existing
To be created
In progress / If existing, insert URL or filename:
001-Playful_Park_Design_Activity_1.ppt
001-Playful_Park_Design_Teachers_Guide.doc
001-Playful_Park_Design_Rubrics.doc

Phase:2

Park Design Past and Present

Timeframe: 2 x 50 minute classes

Competency: To produce individual works in the visual arts and to appreciate works of art

Evaluation Criteria / Intellectual Operations / Pedagogical Intentions
Complex organization of elements
Justification of his/her opinion
Appropriate use of the subject-specific vocabulary
Identification of connections between the works of art and sociocultural references / Appropriate use of knowledge / Students will further develop their art vocabulary: line and shape.
Students will become familiar with physical maps and how to read the symbols used on a physical map (versus a topographical map).
Students will learn a briefhistory of the development of parks, i.e. how present-day landfills have been turned into parks.
Students will learn about two major parks: Central Park in New York City and Mount Royal Park in Montreal.
Students will learn about unique park designs that integrate nature into the urban landscape, i.e.the California Academy of Science in San Francisco and Hundertwasser House in Vienna, Austria.
Students will learn about sustainable architecture.
Role of the teacher
The teacher’s role is to facilitate the transfer of knowledge and generate a class discussion. The teacher will present the various images in the PowerPoint presentation and ask the students both open-ended and close-ended questions (see Teacher’s Guide). These questions will help the teacher direct the class discussion. The teacher will encourage students to reflect upon the amount of waste they produce and where garbage goes if it is not recycled or composted. The teacher will ask the students to compare two parks that were designed by the same architect. The teacher will introduce the students to architectural designs that incorporate natural elements. The teacher will invite students to create a renovation design for Mount Royal Park using drawing and collage. The students will be asked to focus on specific art terms while creating their collages/drawings. The teacher will invite students to create a sketch of their work and then add collage elementsto their final drawings. The teacher will invite the students to write a brief summary concerning the choices they made for their artwork.
Role of the student
Students will be invited to participate in a class discussion. They will be encouraged to think about what happens to the waste they produce. They will be encouraged to make connections between two park designs and how it is possible to include nature in an urban environment using unconventional methods. After the class discussion, students will be invited to create a collage/drawing on their own. They will be asked to apply the art terms taught during the discussion.
Tools andsupports needed for this activity Electronic tools, templates, etc.
Name or description of tool or support
Student templates
Rubrics
Worksheet for PP / Status
Existing
To be created
In progress / If existing, insert URL or filename:
001-Playful_Park_Design_Student_Resources.doc
001-Playful_Park_Design_Rubrics.doc
001-Playful_Park_Design_Optional_Worksheets.doc
Resources used in this activity Print, media, exercises, etc.
Name or description of resource
PowerPoint presentation
Teacher documents / Status
Existing
To be created
In progress / If existing, insert URL or filename:
001-Playful_Park_Design_Activity_1.ppt
001-Playful_Park_Design_Teachers_Guide.doc
001-Playful_Park_Design_Rubrics.doc

Phase: 3Art in the Park

Timeframe: 1 x 50 minute class

Competency: To appreciate works of art

Evaluation Criteria / Intellectual Operations / Pedagogical Intentions
Appropriate use of the subject-specific vocabulary
(Students will be invited to use the terms assembling, texture, pattern, realism, semi-abstract and abstract.) / Appropriate use of knowledge / Students will become familiar with contemporary artists who create public works of art.
Students will develop a vocabulary with which to discuss sculpture: assembling, texture, pattern.
Students will understand the differences between realistic, semi-abstract and abstract sculptures.
Students will develop an understanding ofhow the site-specific environment is connected to the sculpture, i.e. environment and size.
Students will learn how to conducta guided web search.
Role of the teacher
The teacher’s role is to facilitate the transfer of knowledge and generate a class discussion. The teacher will define the following terms: assembling, texture and pattern. The teacher will also explain the differences between realistic, semi-abstract and abstract. During the PowerPoint presentation, the teacher will invite students to use these words when critically examining the images. The teacher will explain to the students how to conducta web search using specific words to find three different sculptures of their choice.
Role of the student
Studentswill be invited to participate in a class discussion. They will be encouraged to use the defined terms while discussing the PowerPoint images. Students will be shown how to conduct a web search using specific terms to find three different sculptures they like.
Tools andsupports needed for this activity Electronic tools, templates, etc.
Name or description of tool or support
Student templates
Rubrics
Worksheet for PP / Status
Existing
To be created
In progress / If existing, insert URL or filename:
001-Playful_Park_Design_Student_Resources.doc
001-Playful_Park_Design_Rubrics.doc
001-Playful_Park_Design_Optional_Worksheets.doc
Resources used in this activity Print, media, exercises, etc.
Name or description of resource
PowerPoint presentation
Teacher documents / Status
Existing
To be created
In progress / If existing, insert URL or filename:
001-Playful_Park_Design_Activity_3.ppt
001-Playful_Park_Design_Teachers_Guide.doc
001-Playful_Park_Design_Rubrics.doc

Phase: 4Design an Urban Park

Timeframe: 13 x 50 minute classes

Competency: To produce individual works in the visualarts

Evaluation Criteria / Intellectual Operations / Pedagogical Intentions
Relationship between his/her production and the stimulus for creation
Pertinent use of precise and controlled transforming gestures
Complex organization of elements / Appropriate use of knowledge / Students will become familiar with the paintingsof Daniel Dove.
Students will be placed in teams to design and build a model of an urban park. They will have to plan their design for a specific audience.
Students will be invited to think creatively and solve problems as the models are to be constructed out of recycled materials.Each model must include a public art piece.
Role of the teacher
The teacher’s role is to outline the final project through a PowerPoint presentation. The teacher will review all topics previously discussed to aid the students. The teacher will invite students to create sketches of their ideas before constructing their models. The teacher will act as a facilitator to help students solve any problems they encounter while creating their models.
Role of the student
Students will work in a team to design a model of a park. They will learn to express their ideas and listen to their team members. Students will complete the Planning Sheets and several sketches of their ideas. They will demonstrate creativity and problem-solving when designing theirmodel. Students will complete a self-evaluation form at the end of the LES.
Tools andsupports needed for this activity Electronic tools, templates, etc.
Name or description of tool or support
Student templates
Rubrics
Worksheet / Status
Existing
To be created
In progress / If existing, insert URL or filename:
001-Playful_Park_Design_Student_Resources.doc
001-Playful_Park_Design_Rubrics.doc
001-Playful_Park_Design_Optional_Worksheets.doc
Resources used in this activity Print, media, exercises, etc.
Name or description of resource
PowerPoint presentation
Teacher documents / Status
Existing
To be created
In progress / If existing, insert URL or filename:
001-Playful_Park_Design_Activity_4.ppt
001-Playful_Park_Design_Teachers_Guide.doc
001-Playful_Park_Design_Rubrics.doc

Phase: 5Summary and Closure with Oral Presentations

Timeframe: 2 x 50 minute classes

Competency: To appreciate works of art and those of classmates

Evaluation Criteria / Intellectual Operations / Pedagogical Intentions
Use of subject-specific vocabulary
Identification of connections between the work and sociocultural references
Justification of his/her opinion / Appropriate use of knowledge / Student teams will present their park models to the class in the form of an oral presentation.
Students will develop their public speaking skills.
Students will be required to use appropriate art vocabulary to discuss their models.
Role of the teacher
The teacher will explain the criteria for the oral presentations. The teacher will explain techniques on how to give a good presentation, e.g. eye contact. The teacher will evaluate the presentations and give the students individual feedback.
Role of the student
Students will be invited to preparean oral presentation for their classmates. Students will divide up tasks for the oral presentation.Students will be invited to ask their peers questions concerning their park models. Students will complete a self-evaluation form and learn how to accept criticism and feedback.
Tools andsupports needed for this activity Electronic tools, templates, etc.
Name or description of tool or support
Rubrics / Status
Existing
To be created
In progress / If existing, insert URL or filename:
Julie Etheridge - Rubrics.doc
Resources used in this activity Print, media, exercises, etc.
Name or description of resource / Status
Existing
To be created
In progress / If existing, insert URL or filename:
Name or description of tool or support
Rubrics / Status
Existing
To be created
In progress / If existing, insert URL or filename:
Julie Etheridge - Rubrics.doc

DEEN LES Resource Bank Project 2013-20141