UNIT OF STUDY

Grade Levels: 10th through 12th grade

Instructor: Kelsey Bunnell

Website: https://trashionunit.weebly.com/

Enduring Idea for Unit of Study: Sustainability

The Enduring Idea for this unit of study is Sustainability but what does that mean? On a global level
sustainability means that the needs of the current generation are being met without hurting future
generations' ability to meet their needs (globalfootprints.org). In other words, we aren't using more
resources in a year than the earth can produce in a year.

Unit of Study Rationale:

Sustainability is important for students to learn because it will determine the future of the earth. We have
to work towards a sustainable future or we will run out of resources like fresh water and energy, which
are integral for the survival of the humanity. This unit is different from other units of study because it not
only teaches students about sustainability as a global issue, but also as a personal one.

This unit will show students how their personal actions every day produce waste and expend non-
renewable resources and guide them in researching and brainstorming ways that they can move towards
more sustainable lives. Students will collect and reuse their own trash so they can see how much trash
they are producing and instead of contributing to the problem by sending it to a landfill they will reuse it.
This will teach students that art does not require expensive materials and can be made with anything.

Unit of Study Medium: Recycled Materials:

The students will be collecting their own materials by collecting things they would normally throw away
like plastic bags, paper scraps, used tarps, cardboard, and more to make a piece of clothing modeled after
clothing from their favorite store. Students will learn how to draft a pattern for a garment, cut their
materials and sew them together to make a finished piece.

Unit of Study Objectives: Students will be meeting TEKS High School Art 1 Critical Evaluation and
Response D and National Standards VA:Cr1.1.IIIa. (listed in detail below).

Thoughtful Trash
University of North Texas Art Education

I. Lesson Number, Grade Levels, Title, and Duration:

Lesson 3, 10th through 12th grade, Thoughtful Trash, 3 days of one and a half hour classes

II. Lesson Rationale:

In this lesson students will discuss and debate whose responsibility it is to be sustainable: the
government or the people? Students will research and debate one of the two sides of the issue
presented. This will teach students research skills, public speaking, how to defend and
argument, how to see the other side of an argument and how complex the issue of sustainability
can be. After this lesson students will reflect on what they learned.
III. Key Concepts:
Responsibility for change
Self-reflection/assessment
Developing an argument based on facts

IV. Essential Question:

Who is responsible for creating a sustainable future?
Why is it important to look at an issue from all sides?

V. Lesson Objectives:
The student will be able to develop an argument for their side of the issue by working with their
group members to research the topic and outlining a defense.
The student will be able to reflect on their learning by completing a self-assessment worksheet at the
end of the debate.

VI. Specific Art Content:

Articulating a particular stand point on an idea or issue before creating your artwork.

VII. Resources & Materials for Teacher:

Time Lapse Video by Kelsey Bunnell Unit of Study Video 2
https://youtu.be/vPVgYyB9PFY

Computer with internet access, word, and powerpoint

Projector

Google scholar

Any academic journals or other reliable research resources available

Lesson 3 powerpoint linked here https://trashionunit.weebly.com/lesson-3.html

Timer

Podium

student self-assessment sheet (included below)

computer cart or lab

VIII. Resources & Materials for Students:

Computer with Internet access and Microsoft Word
Paper
index cards
pencil or pens

IX. Instruction and Its Sequencing:

Day 1 of the Lesson

1. Introduction/Motivation:
I will start the day by showing students the Lesson 3 powerpoint. I will say,

So weve learned about how we as individuals contribute to an unsustainable future by

producing trash, and weve learned how big businesses contribute through the supply chain,
and now I have a question for you. Who is responsible for creating a sustainable future? Hold
your responses for right now. Ill move to the next slide that shows current world leaders
and say,
Who thinks it is their responsibility to create a sustainable future? After some students raise
their hands I will ask them

How? How do these people create a sustainable future? I will continue the same way with
the other 2 slides asking students if they think it is the responsibility of big businesses and
how and if they think it is their responsibility as citizens of the world and how?

2. Guided Practice
After the general discussion I will explain to students that they are going to have a debate on
which group is most responsible and to keep that in mind for later in the class period. I will
show students how to use google scholar, the library, and other reliable Internet resources to
find information for their debate. I will also show students how to identify a reliable resource
and what resources I will not accept. Example: wiki, blogs, etc.

Then I will ask students to split up into groups based on whose responsibility they think it is to
create a sustainable future. If any students are torn or think it is a group effort I will ask those
students to choose the group of people they think is the most responsible or the group that they
think can make the most difference. After they are in their groups I will announce to each
group that they will not be arguing the side they support but rather one of the others. I will tell
them,

You have the rest of today and tomorrow to prepare your group for the debate. The day after
next you will come into class and sit with your group. One person from each group will have 2
minutes to present their case. Then all groups will be given 5 minutes to develop a rebuttal and
summary. Lastly a different person from each group will have 2 minutes to present their
rebuttal and summary. You must use at least one work of art to help defend your case. At the
end of class you will complete a reflection worksheet and turn in all of your research and
planning materials, so cite your sources.

From here I will take any questions, explain what a case, summary, and rebuttal are if needed
and let the students get started.

3. Independent Practice
Students will have the rest of class to start their research.

4. Closure
Each group will tell me one interesting thing they learned in their research.

5. Formative Evaluation
If groups are uneven I will even them with student(s) from another group, but I will make sure
that no student chose the point they are arguing. This is where having 3 groups helps.
I will review previous points from other lessons as needed if students are struggling but this
 day is mainly about students opinions. I will also be watching to see what students are
contributing verbally, with raised hands, or not at all. I will make sure those not contributing
are contributing in the group research the next day.

6. Classroom Management Procedures

While leading discussion, I will use questions to keep students on task and keep them off the
computers. When students are on the computers I will walk around monitoring their activities on
the computers and will remove students from using the computers if they are off task after one
warning. I will also monitor the groups to make sure students are working together as a team and
not allowing one student to dominate conversation.

Day 2 of the Lesson

1. Introduction/Motivation:
I will start the class by reminding students of the expectations for the assignment, behavioral
expectations for using the computers, and asking if they have any questions.

2. Independent Practice

Students will get back to research for the rest of class. I will walk around monitoring each
groups work and I will meet with each group for 10 minutes around the middle of class to
address any concerns or questions and write down which students are giving the case and which
are giving the rebuttal and summary. Research time will adjusted as needed.

3. Closure
10 minutes before class is over, I will ask students if they have any final questions, how
prepared they feel for the debate, and if students seem to need it I will add another research
day.

4. Formative Evaluation
I will meet with each group to take a look at their materials and research and make sure they
are cooperating with each other and on the right track. I will also use this time and my time
monitoring the class by walking around to decide if students need another day of research.

5. Classroom Management Procedures

When students are on the computers I will walk around monitoring their activities on the
computers and will remove students from using the computers if they are off task after one
warning. I will also look for students who are not cooperating and intervene as needed.

Day 3 of the Lesson

1. Introduction/Motivation:
I will have the classroom set up in 3 tables, one for each group with a podium at the front. I
will tell students,

So today is debate day. Remember you only have 2 minutes for your case, 5 to regroup, and
2 for your rebuttal and summary. I am also giving you 10 minutes now to get your notes
together and get ready for the debate. For the case section we will be starting on the right side
of the room and going across. For the summary and rebuttal we will go the opposite way
 from left to right.

2. Guided Practice
After students have their time to get ready I will call the first student up, set the timer
and let them go. This will proceed the same way for the other 2 groups. They will have
5 minutes to get together their rebuttals and then proceed to call up each student one at a
time, set the timer, and let them go.

3. Independent Practice
I will then have each group turn in their materials and fill out the self-assessment worksheet.
While students are doing the worksheets I will use my observation from the previous 2 days and
each groups materials to decide a winning group who will get to pick from a prize box
containing art supplies and school supplies.

4. Closure
While students are doing the worksheets I will use my observation from the previous 2 days
and each groups materials to decide a winning group who will get to pick from a prize box
containing art supplies and school supplies. I will explain things that each group did well and
things that each group could work on. If time I will ask students:

Did this debate change your opinion? If so tell me why, if not tell me why.

Lastly I will end class by showing students my Unit of Study Video 2 as a preview to the
next lesson.

5. Classroom Management Procedures

I will be timing the students speaking and sitting in the back of the room so I can see any
students talking during the debate and stop them.

X. Summative Assessment and Evaluation:

Although the teacher creates and directs classroom assessments, he or she encourages, whenever
possible, student participation in the conception and crafting of the assessment tools (Beattie 6).
 Name:_______________________________ Date:_______________________

Self-Assessment Worksheet

Answer each question honestly in at least 3 sentences.

1. What did you learn from this experience?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. How did this experience help you as an artist?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

3. Why is it important to look at issues from all sides?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________
 XI. Interdisciplinary Connections:
This lesson is based off of basic debate structure. If the school has a debate team I would
definitely enlist the help of the debate teams teacher or an English teacher if they have debate
experience. This lesson includes many aspects of debate, public speaking, and English
composition because students have to create arguments and present them to the class.

TEKS and National Standards.

TEKS:
117.305. Art, Level IV (One Credit), Adopted 2013.
(3) Historical and cultural relevance. The student demonstrates an understanding of art
history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The
student develops global awareness and respect for the traditions and contributions of diverse
cultures. The student is expected to:
(B) analyze and evaluate the influence of contemporary cultures on artwork;

and National Standards:

HS Advanced
VA:Cn10.1.IIIa
Synthesize knowledge of social, cultural, historical, and personal life with art-making approach to
create meaningful works of art or design.

And

HS Acomplished
VA:Pr6.1.IIa
Make, explain, and justify connections between artists or artwork and social, cultural, and political
history.

XII. References & Resources:

Beattie, D. K. (1997). Assessment in Art Education. Worcester, Massachussetts: Davis Publications, Inc.

Time Lapse Video by Kelsey Bunnell Unit of Study Video 2

https://youtu.be/vPVgYyB9PFY

Lesson 3 powerpoint linked here https://trashionunit.weebly.com/lesson-3.html