Graphic Design in the Industry of Education

From Pblwiki

Jump to: navigation, search

[edit]

Summary

Project Title: Graphic Design in the Industry of Education

Teacher(s): Lauriel Adsit, Brad Milhoan, Cheryl Truman, John Middleton

School / Academy: University City / Visual Arts And Technology Academy

Grade Level(s): 10th

Core Subject(s): Chemistry, English, Design In Mixed Media 1, 2 / Multimedia

Career Technical Education (CTE) Class(es): {{{classes}}}

1 Summary
- 1.1 Theme
2 Content Standards
3 Begin with the End in Mind
4 SCANS Skills
5 Driving Question
6 Significant Question
7 Plan the Assessment
- 7.1 Step 1
- 7.2 Step 2
8 Map the Project
9 Project Timeline
10 Manage the Process

[edit]

Theme

The Power of "C": Chemistry, Communication and Connection

Students will integrate Chemistry concepts, Visual Arts, Technology and research methods to create industry standard educational materials. Students will work in small groups to research, create an educational poster, and present information about a chemistry concept. This unit is designed to enable students to better understand basic chemistry concepts learned during the semester through the medium of visual art and technology. Guest speakers, research and the production of the poster will introduce students to a variety of careers in the areas of graphic design, publication, sales and marketing. The project will incorporate Chemistry, Design In Mixed Media, Multimedia and Language Arts and will build academic and professional skills simultaneously.

[edit]

Content Standards

Identify the content standards that students will learn in this project (two to three per subject).

Subject	Content Standard	Assessment
Chemistry	1 Periodic Table 2 Bonding	Research report and project proposal
English	Writing 1.0 inclusive: Research Methods Writing 2.3: Write Research Report Speaking 2.2: Oral Presentation	Research report and oral presentation
Design In Mixed Media / Multimedia	1.5 Analyze the material used 2.1 Solve a visual arts problem 2.3 Manipulaton of digital images	Rubric of elements of design exhibited in the poster and group oral presentation

Chemistry Standards

English Standards

Visual and Performing Arts Standards

[edit]

Begin with the End in Mind

A. What is being produced?: Visual Arts and Technology: An industry-quality educational poster based on a chemistry concept.

Chemistry: a presentation of the poster and related information to peers.

Language Arts: A research paper on the topic selected in Chemistry class.

B. How is that being assessed?: A rubric/checklist based on job requirements for each member of the group, used by individual students and the creative team leader.; A rubric based on core content standards in the areas of Chemistry, English, and Design in Mixed Media to be used by evaluating teachers.

C. What is the individual student producing?: All students will produce research information, 2 students create and present an educational poster, 2 students develop, present and videotape an oral presentation on related chemistry concept.

D. How is that being assessed?: Completion of individual job requirements as reported by creative team leader and rubric (participation, completion of roles, quality of work); Teacher designed rubric of content information and presentation skills.

E. What is the group producing?: An industry-quality educational poster, a presentation of the poster and related information to peers, and a research paper to be turned in to the Language Arts teacher.

F. How is that being assessed?: A rubric/checklist based on job requirements for each member of the group.; Class critique and self evaluation.

[edit]

SCANS Skills

Identify key SCANS skills students will demonstrate in this project.

SCANS Skill	Assessment
Basic Skills: Writing, Speaking and Listening	Rubric, Research Paper, Oral Presentation
Information Skills: Acquiring, interpreting, organizing and communicating data	Research Paper, Oral Presentation and Educational Poster
Personal Qualities: Individual responsibility and self-management	Rubric

[edit]

Driving Question

How can you make chemistry more interesting for your peers using the medium of visual arts? How can you make it more exciting?

[edit]

Significant Question

Did your poster and presentation in fact make Chemistry more exciting? Can your poster be sold as an educational tool?

[edit]

Plan the Assessment

[edit]

Step 1

(Define the products and artifacts for the project)

Early in the Project: Language Arts:

Step 1: Creating Researchable Questions Mini-lesson: Select a topic. Have students help with creation, addition and omission of relevant and researchable questions. Have students practice this by selecting their own topics and creating their own questions. Scaffold as needed. Repeat.

Step 2: Gathering of Information Mini-lesson: Model finding a source, discerning and writing down raw information, and raw citation. Have students help, and have students practice independently. Examine, scaffold, and re-teach as needed.

Step 3: Organizing and Outlining Mini-lesson: Demonstrate various methods of organization (by importance, by ease/difficulty, by amount of material per subtopic, etc.). Have students help with organization of topic. Scaffold as needed.

Step 4: Modeling of Quoting and Citation Methods Mini-lesson: Take a long quote from a source. Demonstrate long quote format. Select a short quote from within the long quote. Demonstrate short quote format. Select a split quote from within the long quote. Demonstrate split quote format. Have students practice independently. Examine, scaffold as needed, repeat as needed. Include appropriate citation format as needed.

Design in Mixed Media/Multimedia

Lessons on the basic elements and principles of art & design with related practice assigments. Introduction to multimedia and computer concepts with related worksheets and tutorials. Introduction to illustration/graphic design techniques with related practice activities and assignments. Essential question: How are symbols and images used to communicate?

Chemistry

Throughout 1st semester students will be introduced to various Chemistry concepts such as atomic structure, the Periodic Table, and chemical bonding. Various laboratory activities and instructional strategies will be used to introduce and reinforce conceptual and procedural understanding of these topics, according to the current scientific knowledge base.

During the Project: Language Arts:

Step 5: Drafting. Have students write first draft.

Step 6: Peer and Class Evaluations. Perhaps select a student model and have everyone examine it.

Step 7: Re-draft. Repeat as needed.

Step 8: Works Cited Page Mini-lesson: Have students look at the model in the back of the blue book (McDougal-Littell's "The Language of Literature"). On the board, write each element of the citation. Show students where to find the needed information. Put students into small groups. Have students create their Works Cited pages using their actual resources (less confusing than using mock resources). Have students use the model in the blue book as their template. Examine, scaffold as needed, repeat as needed.

Design in Mixed Media/Multimedia

Introduce "The Power of C" project. Define job roles and responsibilities for project. Select groups and establish project guidelines, timelines and presentation expectations. Groups create industry-standard educational poster, develop oral presentation skills, and practice videotaping.

Chemistry

At the beginning of this specific PBL project, students will work in groups to follow guiding questions and produce a proposal for their topic, stating the concept to be taught and the strategies proposed for making the product interesting and engaging.

Students will also organize handouts and notes from all 1st semester classwork to prepare a collection of supporting materials with information about their topic. Added to this packet will be notes from any additional research students do in their English class.

Questions will be asked of students throughout the entire project, with teacher making notes of the progression of understanding.

End of the Project: Language Arts:

Turn in Research Paper, Present Oral Presentation

Design in MIxed Media

Students present their poster and related chemistry information to their peers as part of a review for Chemistry Mid-term.

Chemistry

An extension activity offered to each group for extra credit will be to prepare instructional worksheets to include with their poster, representing an additional aspect of the educational products industry - the need for related supporting materials.

Students will be asked to build on the understanding gained in this project as they are introducted to new concepts in 2nd semester Chemistry.

[edit]

Step 2

State the criteria for exemplary performance for each product

Product: Research Paper Portion

Criteria: Research Methods Scoring Guide

Language Arts Elements:

MECHANICS

Exceeds standard (3): contains few, if any errors in the conventions of the English language which are are generally first-draft in nature.
Meets standard (2): contains some errors in the conventions of the English language which do not interfere with the readers'

understanding of the essay.

Fails to meet standard (1): contains several or serious errors in the conventions of the English language which interfere with the readers' understanding of the essay.

CONVENTIONS: IN-TEXT CITATIONS

Meets standard (3): Uses proper MLA format for all in-text sources according to template in blue "Language of Lit" text.
Fails to meet standard (0): Fails to use proper MLA format for all in-text sources.

CONVENTIONS: WORKS CITED PAGE

Meets standard (3): Uses proper MLA Works Cited page format for all works cited according to template in blue "Language of Lit" text.
Fails to meet standard (0): Fails to use proper MLA Works Cited page format for all works cited.

Product: Industry quality poster on Chemistry concept

Criteria: Design Content Scoring Guide

Product: Oral and Visual Presentation

Criteria: Presentation Content Scoring Guide

Product: Project Proposal

Criteria: Neatly written or typed Length should be 100 - 250 words Use complete sentences, formal language (no slang)

Heading: Team members' names, roles title of each student next to name.

Body:(1) Describe the concept the group will be producing educational materials about, including key facts/ideas. (2) Describe the top 3 ideas for strategies the group will use to make their product exciting and engaging to the audience.

Conclusion: Sell your ideas by ending with a description of a vision for the final product.

Chemistry Project Proposal Workplan Template

Chemistry Project List

[edit]

Map the Project

Knowledge and skills needed	Already have learned	Taught before the project	Taught during the project
Look at one major product for the project and analyze the tasks necessary to produce a high-quality product. What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills?
Product: Research paper, Industry Standard Education Poster and Oral/Visual Presentation
RESEARCH UNIT Creating Researchable Questions Gathering of Information Organizing and Outlining Quoting and Citation Methods Drafting Peer and Class Evaluations Re-drafting Works Cited Page			X
VISUAL PRESENTATION Understanding/Demonstration of color and Design Principles Create and gather Visual Images Organization/Layout of Text and graphic information Understanding and Demonstration of Computer Technology and Graphic Design Software			X
Chemistry Content Theoretical understanding of state standards Bloom's Taxonomy = Comprehension Application of concepts to new context Bloom's Taxonomy = Application/Synthesis Grouping material into logical segments *Bloom's Taxonomy = Analysis			X

What project tools will you use?

Language Arts: McDougal-Littell's "The Language of Literature," library, internet, source materials

Design & Mixed Media 1,2: Adobe CS2 (Graphic Design Software), Variety of Art Materials, Internet, Multimedia Lab, Adobe CS2 Design Professional tutorials, Text Book - "The Visual Experience, 3rd Edition, various Worksheets

Chemistry: Addison-Wesley "Chemistry", "Living By Chemistry" curriculum materials, laboratory supplies, library, Internet, various worksheets and articles

[edit]

Project Timeline

DAY 1 Chemistry: Introduction to project, students choose project topic, start brainstorming.

Design in Mixed Media: Selection process for individual roles and responsibilities and creative teams for PBL Unit. Students will then research and prepare project components in chemistry and language arts class.

DAY 2 Chemistry: Students finalize project topic, continue brainstorming, work on developing research questions and project proposal.

DAY 3

Language Arts: Mini-lesson: Select a topic. Have students help with creation, addition and omission of questions. Have students practice this by selecting their own topics and creating their own questions. Scaffold as needed. Repeat.

Chemistry: Students work on finalizing proposal, teacher provides technical help with devloping and revising research questions

DAY 4

Language Arts: Mini-lesson: Model finding a source, discerning and writing down raw information, and raw citation. Have students help. Have students gather information.