Google classroom will be the platform that the teacher created S.T.E.A.M. google slideshow will be posted however, emailing the link will work just the same (link is included in this unit plan). The “focus group” has one 45 minute class a week. This focus group will have five in class work sessions of studio independent design thinking time and five in class mini TEDX talks. Students will be encouraged to work 20 minutes a week outside of class to be able to go deeper in their thinking and understanding of their selected topic. The student google slideshows are a deep dive of inquiry in a direction of the student’s choice. All internet surfing guidelines will need to be reviewed since they will be navigating on their own. The google slideshow that is posted on the google classroom or emailed will be given to all 7th grade students directly for them to explore on their own during the week after unit is introduced. Students will need reminders often to stay on course.
The grade 7 computer design skill learning process will develop when students are creating their google slideshow. Students will navigate the possibilities of color, lines, shapes, font type, transitions, and size as options are shown in the teacher slideshow. In this S.T.E.A.M. unit graphic design principles will be a focus that is integrated throughout the individual slideshows. If this is an art class the elements and principles of art need to be visually present in the student google slideshows. During art class students will learn how to use google slideshows in order to inspire innovative visually stimulating google slideshows. Design tips, or instructions such as how to insert: links, photos, change colors, fonts, making slide transitions, etc. will be taught as needed. Students will be reminded of the elements and principles of art as well as graphic design should be considered and implemented. Students will also upload a photo of their finished art creation and embed that image inside their google slideshow so art is joined with the technology google slideshows. If the teacher presenting the lesson is not an art teacher the emphasis shall be on topic content however, encourage students to consider art principles as this can help engage the audience when presenting. Students will find a topic to share orally, then present for 3-5 minutes in front of peers. I like the idea of sharing in harkness round table style if possible for the brief TEDX talks.
Students will participate in a neurographic art lesson to kick off the unit of study. The goal of this relaxing art lesson is to both connect students to the concept of science connected art as well as dive into a creative hands on process right away. Students need to see how from a scribble fantastic art creations can be created. Neurographic art also connects brain, science to art and this unit of study is designed to see connections with different academic areas to arts. Students will learn about my personal connections with reconsidering sorting, classifying, family history, genes, brains, IQ, and student assessment.
I will share on my own family genes that my cousin Hailey had SMA, a genetic issue. I will share that she was born in August and died in January. I will discuss how SMA could be a topic that a student can choose to present on. I will discuss another cousin who is a drug addict and because of using drugs she had a brain bleed and then a medical team needed to have her brain drained from an overdose. I want to make clear never to use drugs as it negatively impacts the brain. I will share how my parents met in college and mixed family backgrounds of Catholic and Jewish religions to produce a baby and how this mixing of cultures is still not always accepted in the world. I will share how I attended a Yale seminar and how I read The Shortest History of Eugenics in that seminar as well as other books and that I was impacted from the seminar. I will share the passion the professor had and how I questioned after readings, how would my family would fair during the age of eugenics? I will share that I also questioned how or would my own family be judged, managed, sorted, classified by genes, mental health, addictions, IQ, or by eugenic principles? Would I be allowed to have three kids given my own family history? Would I have been able to be born in 1975 with my parents mixing religious backgrounds? Students will write a check out slip as a sentence, poem, creative design, or give an oral artist statement to respond to this kick off question regarding my personal shares or personal questions. I am beginning this complex unit with connecting to self and creative expression. I feel the students are much more internally motivated to research and learn new things when they are connecting information back to themselves.
Next class will be after students participate in a neurographic art lesson they could finish touch ups and then and discuss with peers possible topic ideas. Students will participate in a lesson on graphic design. During this lesson students will learn about graphic design elements, and principles, lines, shapes, font style, font size, background color, underline links, bold, visually pleasing images, that can hook the viewer into the slide show. During this art lesson we will also discuss internet concerns or dangers that exist. For example if I wanted to insert an image of a sunset and asked the internet to provide me that image instead a bar named the sunset could come up, students need to be smart, wise, and redirect themselves if something like that should happen while trying to find an image off the web.
Students will then view the teacher's google slideshow, students will then pick a direction to follow their own research, and students will peer share ideas with assigned table buddies to help them both navigate their ideas to one different topic for each student. No student will be able to share the same selected topic. Students can see a list of possible directions and peer share for support. Students will create individual three to five minute google slideshow presentations. I want students to consider their visual presentation, the aesthetics, the research, the entertainment, or teaching component to public speaking and considering images, videos, or sound clips, that could help with a stellar presentation. Students are to hook the viewer and keep the audience or class attention. I want students to gain skills in critical thinking of graphic design, layout, cropping photos, font styles, transitions, color choice, editing process, solid research, and creating art that depicts their selected topic. Students will experiment with all the google toolbars while simultaneously gaining skills in technology. Students will email teacher link and share access to google slideshow on selected topics.
Students will create works of art that depict their selected topic. During the student studio work time students will view inspired TED talks or videos on topics we are discussing as the studio background vibe instead of solely listening to instrumental music during our studio class work time together. Students can complete extra credit assignments that exist inside the slideshow. For example, a brief written assignment for extra credit noting what new knowledge they might have gained from this unit of study. Students can note anything gained from either their peers, TEDx talks, videos, selected readings, creating art, or from the instructor. Students can write their opinion of what inspired them for extra credit as well.
Students will create a title card for art work noting the topic selected as well as a brief artist statement articulating why topic or art was created. I wish for students to become student experts in their selected direction. I want to select a few middle school students who feel passionate about their topic and the area that they selected to then “teach” or present their topic to 5th grade Art classes if scheduling allows.
Finally, we will review the art of public speaking skills including eye contact, poise, not reading out loud the slide content on the screen, and other public speaking techniques. Students fill out self evaluation or rubric for this S.T.E.A.M. unit. Students will note why they selected the chosen topic, and if given the opportunity to repeat assignment would they switch topics to do a different area of study or further dive into the area of study they selected given the vast range of possibilities they could have chosen from.
Inside the teacher google slideshow students will also learn how eugenics is connected with so many things today. I want students to keep asking questions – what are possible issues that are connected with school assessments, is IQ measurable, what are genes, how do brains process, what about data collecting, sorting, classifying in the fields of Science, Technology, Engineering, Art, and Math? Below is another list to help with the vast topics possibilities.
I do not wish to limit students. If a student wishes to go in a direction on farming, or animal breeding, or take their own path I encourage independent thinking and learning. I am hoping this unit gives an opportunity for a collaborative learning collective to be established with students seeking and gaining their own knowledge rather than from a sole source of teacher in front of the class.
