Optical Illusion Art

So I came across this art project on Pinterest.  It turned out to be super easy and looks really cool.  I actually got tons of compliments from other teachers.

Here is the link to the original post: Step by Step Directions

It does a great job of explaining each step :)

I will say if I were to do this again, I would have students make less vertical wavy lines or use a smaller sheet of paper.  I ended up having my students trim each end of their paper because it is a very time consuming project.

Halloween Art Project

For Halloween, we did a printmaking project.  I had a little bit of background with this because we learned how to do this in my college art education class.  Luckily, we had all of the supplies tucked away in our art closet.  We used foam trays, printmaking paint (it was probably very old, but it did the job), brayers, and construction paper.  I instructed the students to carve a simple Halloween design on the back of their foam tray.  Next, they used the brayer to cover it with paint.  From there, students used their foam trays as stamps to print the image on multiple sheets of construction paper.  By making multiple prints, we were able to decorate our classroom and give some prints to PTO to decorate for the Halloween party.  This was a simple project and students gained experience with something other than colored pencils and paint.  The one thing I will keep in mind is to use foam trays/plates without any imprinted symbols or words.  The trays we used had imprints on the side we didn't carve, but it still affected some of the prints.  This resulted in some of the students having to re-carve their image on another foam plate.

The Outsiders Newspaper Article

Currently, our class is reading The Outsiders (one of my all time FAVORITE novels)!  One of the writing assignments the students work on is a newspaper article.  Students write an article describing the events of chapter 4 (when Johnny kills Bob).  Before students begin writing, we read published newspaper articles and discussed the components of a good article.  We also defined bias and students focused on being unbiased in the writing assignment.  After the pre-writing activities, students began their rough draft.  From there, I worked with the computer teacher to help students create a final draft using Microsoft Publisher.

Illinois State Standards:

Objectives:

Assessment:

Journey to the Center of the Earth

As the 6th graders learned about the layers of the Earth, I had them create a diary about their personal journey to the inner core.  I give them basic guidelines like how many entries and the required information.  From there, I encourage them to use their imagination.  I am always surprised at how much the students enjoy doing this project and I always love reading them.  I end up laughing out loud as I read them because they are so funny and creative.

Objectives:
Students will:

-describe how temperature and pressure change as depth of Earth increases

-sequence the layers of Earth

-describe characteristics of Earth’s layers

-compare and contrast lithosphere with asthenosphere

-compare and contrast outer core with inner core

Assessment:

Students were assessed based on the accuracy and completeness of their journals.  Creativity and neatness were also part of the grading rubric.

Here are the directions I give my students:  Diary Directions

Here are some of the final products:

Candy Plate Boundaries and Fault Foldable

This lesson was modified from a lesson on Science Spot (Candy Plate Tectonics).  I chose to use this idea to teach plate boundaries.  We used Twix bars to demonstrate divergent boundaries, AirHeads to teach convergent boundaries, and Starbursts to teach transform boundaries.  Once again, students were excited about this lesson because they were able to eat!

Here is the guided lesson:  Candy Activity

After this lesson, we soon moved on to learning about different types of stresses and faults.  It was great because students had a strong understanding of types of boundaries so they were able to make connections back to the activity as they learned about stresses and faults.  To emphasize these connections, students created the following foldable.

Fault Foldable

Illinois State Standards:

12.E.3a. Analyze and explain large-scale dynamic forces, events and processes that affect the Earth's land, water and atmospheric systems (e.g., jetstream, hurricanes, plate tectonics). 

Objectives:

Students will:

-create models of plate boundaries using candy

-explain movements of different plate boundaries

-compare plate boundaries with stresses such as tension, compression, and shearing

-explain how stress in the Earth's surface results in faults

-identify the hanging wall and footwall

-explain how the plates move in different types of faults

Assessment:

Students were assessed based on their participation in the activity.  During the activity, students answered questions demonstrating their understanding of plate boundaries.  As they completed each part of the activity, they checked in with me to verbally explain how the activity connected to plate boundaries.  Their completion of the foldable demonstrated student's ability to make connections to their prior knowledge and identify types of faults.

Edible Rocks

This lesson was inspired by a fellow Pinner (Click Here for Original Lesson).  I modified it slightly to make it work with what I had.  Regardless, the students LOVED this activity (pretty sure they will love anything with food).  In addition to being fun, it was a memorable activity for students.  Even the next week as we wrapped up our rock unit, students were making connections back to the edible rock activity.  Overall, it was a great success!

Illinois State Standards:

12.E.2a. Identify and explain natural cycles of the Earth's land, water and atmospheric systems (e.g., rock cycle, water cycle, weather patterns).   

Objectives:

Students will:

-create rocks out of everyday materials

-explain how sedimentary, igneous, and metamorphic rocks are made

-compare the activity to natural processes that form rocks

Assessment:

Students were assessed based on their participation in the lab.  As they worked through the lab, students  answered questions that required them to make connections to how the activity compared to the natural processes of rock formation.

Muscular System Project

To wrap up our muscular system unit, I am having students create an advertisement for an imaginary workout facility/workout program.  Last year I did this project, but the students worked on it individually and made brochures in computer class.  This year I decided to have them work with a partner and create a poster.  I did this because I am really working on having my students work together.  Although I have no serious problems between students that disrupt the classroom environment, I do notice there are cliques within my classroom.  Despite the cliques, I want students to be able to work together and respect the opinions of their peers.

This one cracks me up with the before and after pictures.
If you can't tell, they pasted their faces to the after pictures :)

Illinois State Standards:

12.A.3c. Compare and contrast how different forms and structures reflect different funtions (e.g., similarities and differences among animals that fly, walk, or swim; structures of plant cells and animal cells). 

Objectives:

Students will:

-create an advertisement to promote muscle fitness

-explain how their workout program benefits muscles

-define vocabulary such as aerobic, anaerobic, flexibility, strength, and endurance

-identify specific muscles that are used specific exercises

-work with peers and develop respect for opinions that may be different from their own

Assessment:

Students were assessed based on their final product.  Students had to follow the directions correctly and include accurate information.  The creativity and neatness of the poster was also assessed.  Students' ability to work together was informally assessed and monitored as they worked during class.

Chicken Wing Dissection

Seventh grade had their first dissection experience.  They each had the opportunity to dissect a chicken wing.  Before the dissection, there were many mixed feelings.  Some were very excited while others were quite nervous.  After their initial fear, the students were engaged and interested.  Even though they are simply chicken wings from the grocery store, it is a great way for students to see how the muscular system and skeletal system work together.  It is fun to watch the students explore and see their surprise when they realize this is the same chicken they eat at home.  So many of them have no idea they eat muscles of animals.

Illinois State Standards:

12.A.3c. Compare and contrast how different forms and structures reflect different funtions (e.g., similarities and differences among animals that fly, walk, or swim; structures of plant cells and animal cells). 

Objectives:

Students will:

-identify and describe the muscles, bones, ligaments, tendons, and cartilage of a chicken wing

-explain how the skeletal system and muscular system work together

-compare and contrast the human arm with the chicken wing

Assessment:

Students were assessed based on their recorded observations as well as their ability to point and verbally identify each part of the chicken wing.

Bone Observations

During our study of the skeletal system, students had the opportunity to observe dried pig ribs and a beef marrow bone.  This allows students to see each part of the bone rather than simply looking at a picture in their textbooks.

Illinois State Standards:

12.A.3c. Compare and contrast how different forms and structures reflect different funtions (e.g., similarities and differences among animals that fly, walk, or swim; structures of plant cells and animal cells). 

Objectives:

Students will:

-identify and describe compact bone, spongy bone, bone marrow, and the outer covering

-explain the functions of each part of the bone

Assessment:

Students were assessed based their observation charts and their ability to point out and verbally identify parts of the bone.  

Skeletal System Concept Maps

To wrap up our unit of the skeletal system, I teamed up with the computer teacher to help my students make concept maps of skeletal system vocabulary.  I like this project because it allows students to see how all parts of the skeletal system are connected and makes a good study guide for the chapter test.  Furthermore, it allows students to gain experience with concept maps while providing them with the opportunity to be creative.

Skeletal System Concept Map Assignment

Illinois State Standards:

12.A.3c. Compare and contrast how different forms and structures reflect different funtions (e.g., similarities and differences among animals that fly, walk, or swim; structures of plant cells and animal cells). 

Objectives:

Students will:

-create a concept map using skeletal system terms

-explain how parts of the skeletal system are dependent on each other

-create a useful study tool

Assessment:

Students were assessed based on whether or not they included all the required vocabulary.  Furthermore, I also evaluated how they connected each of the terms and the examples they provided.  The computer teacher also assessed students' concept maps for a computer grade.

Romeo & Juliet Completed!

Finally!!!  We finished our modernized version of Romeo & Juliet!  The kids excitement really kept me motivated throughout this class project, especially because it took so long.  It was dragged out so much longer than our Romeo & Juliet unit because it was so involved I was only able to designate study hall time and recess time to do most of the filming.  Despite how long it took, the kids stayed focused and were determined to finish their project.  I am especially excited that we successfully completed this project because it is going to be part of our spring silent auction.  The DVD will be accompanied by a signed script for parents to bid on at the auction.  That will be one thing off my spring to-do list :)

I wish I could post a clip of the video, but I'll have to refrain in order to protect students' privacy.