Angela Ouellette

8th grade science

& Mary Chapman

7/8 grade visual art

Month-by-month calendar of curriculum

5003.030 Assignment 15

August 2012
September 2012

Sun Sun

Mon Mon

Tue Tue
1

Wed Wed
2

Thu Thu
3

Fri Fri
1 4

Sat Sat

5 2 12

6 3

7 4 balanced and unbalanced forces 14 Principles of art 11

8 5 15

9 6 16

10 7

11 8 18

Labor 13

Day Holiday

17 Teacher Workday 14

10 Newton's laws Contour drawing 20

12

13

15

19 16

21 In-

22
19

23
20

24
21

25 22

17 18 Teacher In-service Teacher Newton's Laws

Teacher In-service Teacher In-service Teacher Workday

service

26 23

30

Contour drawing 27 First Day of School 28 29 24 1 Inquiry In 25 26 Unit Review physics unit Force and Motion (5 weeks) Skill: Contour hands speed, velocity and Acceleration Reviewing materials, procedures, skills, Intro to course getting warmed up

30 27

31 28 Grade PreTest 29 8th CBA Unit 1 Inquiry In Force and Motion

October 2012

Sun

Mon
1 Unit 2 Chemistry (6 weeks) Structure of an atom Skill: Contour hands 8Professional 2

Tue
3

Wed
4

Thu

Fri
5End of 1st Six Weeks 6

Sat

Development Day

9 Beginning of 2nd Six 10 Weeks organization of periodic table Design: Holiday Cards 16 17

11

12

13

14

15 how atoms bond with one another

18

19

20

21

28

Design: Holiday Cards 22 23 evidences of a chemical reaction. Physical/chemical changes. Drawing and Shading: Pencil Still Life 29 30 law of conservation & balancing equations.

24

25

27 26 Early Release Day

31

Pencil Still Life

November 2012

Sun

Mon

Tue

Wed

Thu

Fri

Sat

5 review chemistry unit Pencil Still Life

9 10 CBA Unit 2 Chemistry

11

12 13 Unit 3 Space & Earth (6 wks) Earths rotation, revolution and seasons

14

15

16 End of 2nd Six Weeks

17

Colored Pencil Skills 18

19 Professional Development Day

20

21

22

23

24

Thanksgiving Holiday

Thanksgiving Holiday
28

Thanksgiving Holiday
29

Thanksgiving Holiday
30

25

26 Begin 3rd Six Weeks 27 the lunar cycle Radial Bug Design

December 2012

Sun

Mon

Tue

Wed

Thu

Fri
1

Sat

3 tides Radial Bug Design

10 components of the universe

11

12

13

14

15

16

Radial Bug Design 17 18 evidences of the origins of the universe Color Theory Painting

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20

21

22

Early Release Day

23

24

25

26

27

28

29

Winter Break
30 31

Winter Break

Winter Break

Winter Break

Winter Break

Winter Break January 2013

Sun

Mon
1

Tue
2

Wed
3

Thu
4

Fri
5

Sat

Winter Break
6 7 8 light years and measuring in space AU Color Theory Painting

Winter Break
9

Winter Break
10

Winter Break
11 CBA Unit 3 Space and Earth 12

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14 review for FINALS!!!

15

16 Semester Finals

17 Semester Finals

18 End of 3rd Six Weeks Semester Finals

19

Early Release Day

Relief Painting 20 21MLK Holiday 22 Begin 4th Six Weeks 23 Unit 4 Geological Evidence (6 weeks) historical development of plate tectonic evidence 24 25 Science Benchmark 26

27

28 the weathering cycle and how the land has changed over time Self-Portrait

Relief Painting 29

30

31

February 2013

Sun

Mon

Tue

Wed

Thu
1

Fri
2

Sat

4 plate boundaries Self-Portrait

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11 12 topography and how it changes the land Self-Portrait

13

14

15

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18Professional Development Day

19 topography, and make their own 3-D Mt. St. Helens maps. Line Sculpture 26

20

21

22

23

24

25 review geological evidence unit Line Sculpture

27

28

March 2013

Sun

Mon

Tue

Wed

Thu

Fri
1 End of 4th Six Weeks CBA Unit 4: Geological Evidence 2

Sat

Beginning of 5th 5 Six Weeks Unit 5 Interactions of Earth, Ocean and Weather Systems (3 weeks) the suns energy and convection Clay Whistles

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11

12

13

14

15

16

Spring Break
17

Spring Break

Spring Break
20

Spring Break
21

Spring Break
22 23

18 19 global weather patterns and weather maps Ceramic Clock Form 25 26 the oceans role in weather systems Perspective Review

24

27 CBA Unit 5 Interactions of Earth, Ocean and Weather Systems

28

29

30

Early Release Day Holiday -Good Friday

31

April 2013

Sun

Mon

Tue

Wed
3Grade 8 Reading STAAR 4

Thu
5

Fri
6

Sat

2 8 Mathematics 1 Unit 6 STAAR Organisms and Environment (3 weeks) relationships and competition in environment

2-Point Perspective 8 9 environmental effects on organisms 2-Point Perspective

10

11

12

13

Holiday / Bad Weather Day

14

15 interaction between humans and the environment. Printmaking

16

17

18

19 20 End of 5th Six Weeks CBA Unit 6 Organisms and Environment

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22 23 Beginning of 6th Six STAAR REVIEW Weeks STAAR REVIEW

24 Grade 8 Science STAAR

25Grade 8 Social Studies STAAR

26

27

28

Printmaking 29 After TAKS Biology Basics (5 weeks) Water quality Surrealist Collage

30

May 2013

Sun

Mon

Tue
1

Wed
2

Thu
3

Fri
4

Sat

6 conductivity

10

11

Surrealist Collage 12 13 14 bonding and solubility 15 16 17 18

Artist Study 19 20 PH 21 22 23 24 25

Artist Study

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27

Memorial Day

28This week students review what they learned this year. :)

29

30

31

Catch-up/Finish week

Artist Study Presentations

June 2013

Sun

Mon

Tue

Wed

Thu

Fri
1

Sat

4 Semester Finals

5 Semester Finals

6 End of 8th Six Weeks Semester Finals

Early Release Day

9 10 11 12 13 14 15

16

17

18

19

20

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22

23

24

25

26

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30

Areas that naturally overlap and lend themselves to curriculum integration:

Balanced and unbalanced forces (Newtons laws) + Principles of art (Newtons color wheel) (Sept 4) Evidence of chemical reaction (physical) + pencil still life/observation (Oct. 22) Unit 3: Earth and Space + colored pencil skills/radial design (Nov. 12) Topography and how it changes the land + Self-Portrait (Feb.11) Topography + line sculpture (Feb. 19) Environmental effects on organisms + 2-Point Perspective (April 8) Humans and the Environment + printmaking (industrial art/subject matter) (Apr. 15) 1. For Sept 4th, can teaching by relating content to a person of interest help student understanding and retention? 2. For Oct 22nd, do students pay attention to detail in the same manner in different contents? 3. For Nov 12th, what kind of symmetry is found in space? 4. For Feb 11th, can students identify how subtle changes affect designs? 5. For Feb 19th, what is the impact of individual lines in topography and line sculptures? 7. For April 8th, when viewing ideas and objects from multiple perspectives, do students begin by looking for similarities? 8. For April 15th, Can students conceptualize their impact on the environment as they choose resources for printmaking and industrial art?

Five essential questions that emerge:

Narrowed topic: o Humans and the Environment + printmaking (industrial art/subject matter) (Apr. 15) 1. What impact have humans had on the natural environment? 2. What materials or resources cause problems for the environment? 3. How did the Industrial Revolution impact the environment? 4. What does the use of machinery in modern culture do to impact the environment? 5. What impact does manufacturing have on our environment? 6. How does printmaking connect with industrial manufacturing? 7. How can we create awareness of the endangerment of plant and animal wildlife? 1. Consider and discuss the roots of the manufacturing industry. As students investigate, they can arrive at the Industrial Revolution and the development of factories as an origin. Investigate the implications and the effects that we see today. (Students can find images, artwork, advertisements, or public service announcements that are visual examples.) 2. Learn about the process of printmaking and its connection to modern press and other applications. What are potential impacts of materials used in printmaking on the environment? How can we eliminate or lessen our impact? (Materials and process review for printmaking. Eco-friendly inks, recycling test prints, etc.) 3. Students will juxtapose the environment with something that threatens it. (Create a work of art that will require two block prints to be made. The close-up cropping of machinery or manufacturing object will overlay the image of an animal or plant.) 4. Research the materials we use for printmaking. Detail where at least 5 materials come from and their effect on the environment. Continue your research by finding an alternative for each that is more eco-friendly. Would you use these products? For your final project, create a project with the eco-friendly material. 5. Choose one way humans have an effect on the environment; you may take a negative or positive perspective (forest fires,

oil spills, pollution, recycling, conservation). Choose a way to create a product using materials that which mimic the effect. Create an abstract for your product that explains the relation and what people can do to further progress the issue in the right direction.