PSIII (January 2024- April 2024) - Iron Ridge Intermediate Campus Blackfalds, AB -

Grade 6 Plan

Significant Classroom Demographics

(# of students, split grade, EAs, ELL, coded students, etc)
25 students
1 shared EA between two classes

Necessary Accommodations
N/A

Report Cards
Early January
Parent Teacher Interviews
Student led - April 23 & 25

Academic Grade Scale

Mastery (M): The learner demonstrates mastery of the learning outcome
➢ In a variety of learning situations including new contexts
➢ independently
Proficient (P): The learner demonstrated a proficient understanding of the learning outcome
➢ In a variety of learning situations
➢ With minimal guidance or support
Satisfactory (S): The learner demonstrated a satisfactory understanding of the learning outcome
➢ In familiar situations
➢ With reasonable guidance and support
Approaching (A): The learner is approaching a satisfactory understanding of the learning outcome
➢ In rehearsed and highly structured situations
➢ With moderate guidance and support
Not Yet (NY): The learner is not yet demonstrating an understanding of the learning outcome
➢ Even in rehearsed and highly structured situations
➢ Even with significant guidance and support

INS: Insufficient evidence to report on this outcome at this time

➢ The student may have recently arrived at the school
➢ The student has been absent for an extended period of time
➢ The student has not yet demonstrated enough evidence for reporting purposes
IPP: Student is working on an individualized program plan and is not being assessed on this outcome.
Please see IPP for more information

LSP: Student is working on a learning support plan and is not being assessed on this outcome. Please see
LSP for more information

Growth as a Learner Scale

CON (Consistently): Demonstrates this attribute consistently
OFT (Often): Demonstrated this attribute often
INC (Inconsistently): Demonstrated this attribute inconsistently
 Language Arts

Year Plan/School Year: January 2024- April 2024

Grade(s): 6
Teacher: Miss. Vollans
Teacher Mentor: Mrs. Pedersen

January February March April

Unit(s) Story Writing from Picture Prompt Expository - News Article

Comprehension Perspective (Link to Summarizing Review any strategies PAT

Strategies Health curriculum) - Bias Evaluate the strategy necessary and evaluate Review
and critical thinking the strategies if needed
Health - Empathy
Lesson Making predictions,
summarizing
Health - Perspective
Lesson Student evaluation on
Evaluate the strategy comprehension
strategies

Mechanics Ant/ syn/ homonyms colons/ semi-colons Affixes N/A

-Suffixes - en, ize
-Prefixes - pro, com, con,
en, oc

Organized Idea ● Writing: Ideas and information can be articulated ● Text Forms and Structures: Identifying and
accurately and imaginatively through the use of applying text forms and structures improves
writing processes and an understanding of the understanding of content, literary style, and
author’s craft. our rich language traditions.
 ● Conventions: Understanding grammar, spelling,
and punctuation makes it easier to communicate
clearly, to organize thinking, and to use
language for desired effects.
● Comprehension: Text comprehension is
supported by applying varied strategies and
processes and by considering both particular
contexts and universal themes.
Specific Learning ● Students create texts that reflect personal voice
Outcomes and style through creative and critical thinking
processes.
● Students apply and analyze conventions that
support accuracy or enhance creative
expression.
● Students interpret and respond to texts
through application of comprehension
strategies.
Lesson Activities Week 1: intro to writing, personal experiences,
emotion & feelings, consistency & theme, review &
reflection
Week 2: intro to story elements, foundation,
characters, setting, review & reflection
Week 3: middle section, conflict, plots, character
relationship, review & reflection
Week 4: constructing the end, resolving conflict &
tying loose ends, closure, character growth, review
& reflection
Week 5: refining writing, suspense, show - don’t tell,
● Comprehension: Text comprehension is
supported by applying varied strategies and
processes and by considering both particular
contexts and universal themes.
● Writing: Ideas and information can be
articulated accurately and imaginatively
through the use of writing processes and an
understanding of the author’s craft.
● Students analyze how text form and
structure clarify information and support
connecting with self, others, and the world.
● Students interpret and respond to texts
through application of comprehension
strategies.
● Students create texts that reflect personal
voice and style through creative and critical
thinking processes.
Week 1: Overview, 5 w's, writing activity, in-class
discussion, quiz
Week 2: inverted triangle, analyze triangle, writing
activity, real-world examples, class discussion
Week 3: intro to headlines, effective writing, lead
sentences, writing activity, peer review & discussion
Week 4: writing workshop, grammar & style, editing &
revising, vocab enhancement, final draft
Week 5: news portfolio planning, work on writing,
presentations
 peer edit & feedback, review & reflection

Week 6: PAT Practice, catch up

Assessment & Evaluation Formative: Formative:

★ Class conversation (checking for
understanding)
★ Peer review
★ Ongoing observation & feedback
Summative:
★ Rubric-based evaluation (final copy) -
Culminating Project
★ Self Reflection (how much improvement was
made from the first story to the final copy)
★ Class conversation (ongoing for
understanding)
★ Peer review
★ Ongoing observation & feedback
Summative:
★ Testing on the 5 w's
★ Final testing on understanding (5 w's, lead
sentences, inverted triangle, writing)

Science

Year Plan/School Year: January 2024- April 2024

Grade(s): 6
Teacher: Miss. Vollans
Teacher Mentor: Mrs. Pedersen

January February March April

Unit(s) Air/Aerodynamics Flight

Specific Outcomes 1. Provide evidence that air takes up space and 1. Conduct tests of a model parachute design, and
exerts pressure, and identify examples of these identify design changes to improve the effectiveness
 properties in everyday applications.
2. Provide evidence that air is fluid and is capable of
being compressed, and identify examples of these
properties in everyday applications.
3. Describe and demonstrate instances in which air
movement across a surface results in lift— Bernoulli’s
principle.
4. Recognize that in order for devices or living things
to fly, they must have sufficient lift to overcome the
downward force of gravity.
5. Identify adaptations that enable birds and insects
to fly.
6. Describe the means of propulsion for flying
animals and for aircraft.
7. Recognize that streamlining reduces drag, and
predict the effects of specific design changes on the
drag of a model aircraft or aircraft components.
8. Recognize that air is composed of different gases,
and identify evidence for different gasses. Example
evidence might include: effects on flames, the “using
up” of a particular gas by burning or rusting, animal
needs for air exchange.
General Outcomes 6–5 Describe properties of air and the interactions of
air with objects in flight
Lesson Activities Week 1: introduction to air, air as a fluid, hands-on
experiments (air pressure), review & mini
of the design.
2. Describe the design of a hot-air balloon and the
principles by which its rising and falling are
controlled.
3. Conduct tests of glider designs; and modify a
design so that a glider will go further, stay up longer,
or fly in a desired way; e.g., fly in a loop, and turn to
the right.
4. Recognize the importance of stability and control
to aircraft flight; and design, construct, and test
control surfaces.
5. Apply appropriate vocabulary in referring to
control surfaces and major components of an
aircraft. This vocabulary should include: wing,
fuselage, vertical and horizontal stabilizers,
elevators, ailerons, rudder.
6. Construct and test propellers and other devices
for propelling a model aircraft.
7. Describe differences in design between aircraft
and spacecraft, and identify reasons for the design
differences.
6–6 Construct devices that move through air, and
identify adaptations for controlling flight.
Week 1: Introduction to flight & modes, parachute
design, parachute presentation & reflection, review &
 assessment what comes next

Week 2: introduction to Bernoulli’s principle, effects of Week 2: hot air balloons, class demonstration,
streamlining, hands on activities (Bernoulli’s), review building & testing hot air balloons, review of key
& mini assessment concepts

Week 3: understanding the four forces, relationship
between the forces of flight, hands on activities,
review & mini assessment
Week 4: insect flight, bird flight, adaptations
assignment, Newtons third law
Week 5: introduction to propulsion, review, unit quiz,
catch up
Week 3: intro to gliders, test & analyze gliders,
designing & refining gliders, presentation & reflection
Week 4: stability, control & vocab, building &
discussing components of aircraft, class
demonstration & group activity to build flight control
surface, presentations
Week 5: aircraft propulsion systems, aircraft vs
spacecraft, compare and contrast aircraft vs space
craft, recap on informations

Week 6: review, test, work on culminating project,

presentations

Assessment & Evaluation Formative: Formative:

★ Observation ★ Group Discussions
★ Conversation ★ Peer feedback/group work
★ Hands on experiences ★ Class activities (ask questions for
understanding)
Summative:
★ Unit testing Summative:
★ Mini Quizzes ★ Unit test
★ KWL Chart ★ Culminating assignment
★ Vocab testing (week 4)

Year Plan/School Year: January 2024- April 2024
Teacher Mentor: Mrs. Pedersen
January
Unit(s) Basketball
Specific Outcomes A6–5 demonstrate ways
to receive, retain and
send an object with
increasing accuracy
A6–6 consistently and
confidently perform
manipulative skills by
using elements of body
and space awareness,
effort and relationship
C6–3 demonstrate
etiquette and fair play
D6–3 identify, describe
and follow the
rules, routines and
procedures
for safety in a variety of
activities from all
Physical Education
Grade(s): 6
Teacher: Miss. Vollans
February March April
Dance & Skipping Badminton Pickle Ball & Cooperative
Games
A6–8 demonstrate and A6–5 demonstrate ways A5–5 select, perform and
refine a variety of to receive, retain and refine more challenging
dances; e.g., creative, send an object with ways to receive, retain
folk, line, square and increasing accuracy and send an object with
novelty, alone and with control
others A5–10 apply critical
thinking and C6–1 identify and
A6–1 select, perform and problem-solving skills to demonstrate respectful
refine challenging create competitive and communication skills
locomotor sequences cooperative modified appropriate to various
games that involve physical activities and
B6–7 describe and chart everyone that reflect feelings, ideas
individual fitness changes and experiences
as a result of engaging in C5–5 identify and
physical activity demonstrate practices C6–5 describe and
that contribute to demonstrate practices
C6–5 describe and teamwork that contribute to
demonstrate practices teamwork
that contribute to C5–6 identify and
teamwork demonstrate positive C6 -6 identify and
behaviors that show demonstrate positive
 movement
Dimensions
D6–4 participate in, and
demonstrate the benefits
of, safe warm-up and
cool-down activities
General Outcomes General Outcome A
Students will acquire skills
through a variety of
developmentally
appropriate movement
activities; dance, games,
types of gymnastics,
individual activities and
activities in an alternative
environment; e.g.,
aquatics and outdoor
pursuits.
General Outcome C
Students will interact
positively with others.
General Outcome D
D6–3 identify, describe
and follow the rules,
routines and procedures
for safety in a variety of
activities from all
movement dimensions
D6–4 participate in, and
demonstrate the benefits
of, safe warm-up and
cool-down activities
General Outcome A
Students will acquire skills
through a variety of
developmentally
appropriate movement
activities; dance, games,
types of gymnastics,
individual activities, and
activities in an alternative
environment; e.g.,
aquatics and outdoor
pursuits.
General Outcome B
Students will understand,
experience and
appreciate the health
benefits that result from
respect for self and
others
D6–4 participate in, and
demonstrate the benefits
of, safe warm-up and
cool-down activities
General Outcome A
Students will acquire skills
through a variety of
developmentally
appropriate movement
activities; dance, games,
types of gymnastics,
individual activities, and
activities in an alternative
environment; e.g.,
aquatics and outdoor
pursuits
General Outcome C
Students will interact
positively with others
General Outcome D
behaviors that show
respect for self and
others
D6–3 identify, describe
and follow the rules,
routines and procedures
for safety in a variety of
activities from all
movement dimensions
D6–4 participate in, and
demonstrate the benefits
of, safe warm-up and
cool-down activities
General Outcome A
Students will acquire skills
through a variety of
developmentally
appropriate movement
activities; dance, games,
types of gymnastics,
individual activities, and
activities in an alternative
environment; e.g.,
aquatics and outdoor
pursuits.
General Outcome C
Students will interact
positively with others
General Outcome D
 Students will assume physical activity.
responsibility to lead an
active way of life. General Outcome C
Students will interact
positively with others.
General Outcome D
Students will assume
responsibility to lead an
active way of life.
Equipment ➢ Basketballs ➢ Music
/Resources ➢ Nets ➢ Powerpoint- with
➢ Cones videos embedded
➢ Pinnies for teaching
➢ Station Print Outs ➢ Equipment for Fun
➢ Equipment for Fun Friday
Friday
➢ Skip Ropes
➢ Music
➢ Stop clocks
➢ Station Print Outs
(with visuals &
instructions)
Lesson Activities Week 1 - Bball Basics: Dance (6 days) - DJ Rahpi
practice game (day 1), Day 1: Ice Breaker Dances
dribbling, passing, (chicken dance, sid
shooting, defense & shuffle just dance video)
offense
Day 2: Line Dance (cadillac
Students will assume Students will assume
responsibility to lead an responsibility to lead an
active way of life. active way of life.
➢ Badminton ➢ Pickle ball racquets
racquets ➢ Wiffle balls
➢ Birdie ➢ Pickle ball nets
➢ Nets ➢ Cones
➢ Cones ➢ Parachute
➢ Equipment for Fun ➢ Cones,
Friday ➢ Bean bags
➢ Balls (different
sizes - I.e
dodgeball, tennis,
etc.)
➢ Blindfolds
➢ Balloons
➢ Escape Challenges
➢ Equipment for Fun
Friday
Badminton (11 days) Pickleball (7 days)
Day 1 &2: Grip & Footwork Day 1: Basic Skills
Day 3&4: Terminology Day 2: Serving &
Day 5&6: Sscoring Returning
Day 7&8: Mini Tournament Day 3: Doubles Play
Week 2 - Skill
Development:
ballhandling, shooting
drills, passing drills
Week 3 - Game Strategy:
Defensive Drills, offensive
drills, stations to
understand rules (foul
shots, traveling, double
dribble, fouls), game time
(incorporate strategies
learned)
Week 4 - Game Time: Skipping - Station Work (
Station practice (shooting 5 days)
on the block, foul shots, Day 1:
dribbling, passing)
Scrimmage games, mini
tournament (2 days)
Fun Friday Game - takes
place on the last day of
every week
ranch, cha cha slide) Day 9&10: Mini Day 4: Game Strategies
Tournament Day 5: Tournament prep
Day 3: Line Dance Day 11: Kings Court Day 6: Mini Tournament
(macarena, cupid shuffle, Day 7: Mini Tournament
whip nae nae) * each lesson will do two
classes as they are split Cooperative Games (4
Day 4: Dance Creation due to lack of space * days)
Day
Day 5: Dance Creation Fun Friday Game - takes Day 1: Mini Games (10m
Day place on the last day of each)
every week ● Human knot - small
Day 6: Dance to larger groups
presentations (CHALLENGE: no
talking)
● Minefield - set up
an obstacle - one
person blindfolded
● Basic Skipping (4m) and you have to
● High Knees (4m) guide your partner
● Side to side through
skipping (4m) (CHALLENGE: get
● Double unders into groups of four
(4m) - 3 blind, one
● Alternating leader)
footwork (4m) ● Silent line up
● Crossovers (4m) (height, birthday,
● Backward skipping age)
(4m) Day 2: Balloon relay
● Rest (4) games - with your group
● Cool Down (4) you must
● Round 1: over
Day 2: unders - Students
● Speed skipping will line up in a
(4m) straight line - the
 ● 4 square skipping first person will
(4m) hand it over their
● Single leg skipping head to the person
(4m) behind them, the
● Criss cross jumps next will pass it
(4m) under between
● Jumping jack with their legs and so
skips (4m) on → students
● Reverse double may need to run to
unders (4 min) the end of the line
● Freestyle (4m) for the
● Rest (4m) continuation
● Cool down (4) (depends on group
amount)
Day 3: ● Round 2: Keep the
● Interval Skipping ball in the air using
(30 seconds high any body part
intensity, 30 ● Round 2: keep it in
seconds low the air using only
intensity) - 7 sets the bottom half of
total = 28 minutes your body
● Rest (4m) ● Round 3: Using the
● Cool down (4m) upper half of your
body
Day 4: ● Round 4: no arms
● Backward skipping or legs
(4m) ** What did you find
● Single leg skip (4m) challenging? What
● Cross arm skipping strategies did you use to
(4) be successful? **
● Alternating foot
speed (4m) ** If the balloon touches
● Freestyle jumps the ground you start
(4m) back at the beginning **
 ● High-intensity
bursts (4m) Day 3: Parachute
● Reverse skipping Challenges
(4m) ● Popcorn - Getting
● Rest (4m) a ball off the top
● Cool Down (4) (starting with a
few and working
Day 5: up to more items)
● Light skip (4m) ● Mushroom making
● Backward cross ● How high can you
jumps (4m) get the object
● Alternating feet (slowly lift the
(4m) parachute really
● High knee skipping high with the
(4m) object in the middle
● Doubles with and then everyone
another friend (4 - hopefully at the
min) same time - should
● 4 square skips (4m) snap down to see
● Group jumping - how high the
one long rope tied object gets - if one
together to see if side is faster then
the whole group the other it won't
can get jumping (8 work
m)
● Cool down (4) Day 4: Escape Room
Challenges
Fun Friday Game - takes ● Have 4 different
place on the last day of stations with
every week different
challenges
● First group to get
all the answers
correct wins
 Fun Friday Game - takes
place on the last day of
every week

Warm Up Activities Week 1 (Jan 8-12): Skittle Week 5 (Feb 5- 8): Week 8 (Mar 4-8): Jungle Week 11 (April 2-5): Blob
Tag - start with a few Fireman Tag - Designate Safari Tag - Players move tag - have a few students
people who are it. If Bob a few players as the like animals in a jungle. start by holding hands or
tags you, you are out "fireman/firewomen" The person who is "it" is linking arms (whatever is
until someone tags Bob, who tags others to put the safari guide and tries easier) when they tag
etc. out the fire. Once tagged, to tag the animals. Once someone they join the
players must stop, drop, tagged, players become blob
Week 2 (Jan 15-18): Rock, and roll to be safe. guides.
paper-scissors tag Week 6 (Feb 12-16): Crazy Week 12 (April 8-12): Hot
Scientist Tag - The person Week 9 (Mar 11-14): plank dog tag - when a player
Week 3 (Jan 22-26): 4 who is "it" is a crazy tag - once tagged you is tagged they lay down
letter word warm up scientist trying to turn must go down into a on the ground and two
(have 4 letter words everyone into zombies. plank position and hold it free players must lay on
picked out - they chose a When tagged, players until someone comes to either side of them to free
word and do the must move like zombies save you them
exercises that those and try to tag others. ** may want to consider a
letters represent) Week 10 (Mar 18-22): Flag safe zone so people
Week 7 (Feb 26- March 1): tag - put a pinnie or flag aren’t getting stepped on
Week 4 (Jan 29- Feb 2): Circle stretch (students into the side of your **
Vampire Tag (The person take turns leading a bottoms and try not to
who is "it" (the vampire) quick stretch) get it taken - try and take Week 13 (April 15-19):
can tag others by making others Tunnel Tag - must crawl
eye contact. Once under your legs to be
tagged, players become freed
vampires and help tag
others.
➔ You can't look
down the whole
time, you must be
 engaging with the
other students
around the room

Assessment & Evaluation Formative: Formative: Formative: Formative:

★ Ongoing ★ Performance ★ Observation ★ Observation
observation assessment (ongoing) (ongoing)
★ Give me 5 (station work) ★ Feedback ★ Feedback
★ Pre Assessment (Ongoing) ★ Ability to work as a
Summative: Checklist Summative: team
★ Skill ★ Observation ★ Participation
testing/watching (ongoing) ★ Tournament Summative:
during tournament ★ Group check-ins Testing (can you ★ Tournament
★ Participation (dance) do the skill) testing
★ Participation

Summative:
★ Final
performances
★ Self Reflection
(Skipping)
★ Participation

Safety Considerations Be aware of your Be aware of your Be aware of your Be aware of your
surroundings surroundings surroundings surroundings

Keep your head up Keep your head up No hitting each other with No hitting each other with
the rackets the rackets
Do not run into walls or Do not run into walls or
other hard surfaces other hard surfaces No hitting the rackets off No hitting the rackets off
the walls or floors the walls or floors
Be aware of safe zones Know your limits - don't
when they are in place push yourself past
comfortability
 Keep hydrated Do not hit the birdies at Do not hit the birdies at
each other each other
Take breaks when
needed Be aware of the space Avoid flipping, throwing
you are in and twirling rackets

Avoid flipping, throwing No hitting the net with

and twirling rackets the rackets

No hitting the net with

the rackets

Year Plan/School Year: January 2024- April 2024
Teacher Mentor: Mrs. Pedersen
January
Unit(s) Week 1: Scratch Art
This will be a variety of Week 2 (Jan 19): No class
tasks/assignments - Week 3: Winter Window
each assignment should Scene
only take one class
without having to drag it
to the next week
Outcomes/ Week 1: Students will use
Concepts media and techniques,
with an emphasis on
more indirect complex
procedures and effects in
drawing, painting, print
making, sculpture, fabric
arts, photography, and
technographic arts
★ Different drawing
techniques; e.g.,
Art
Grade(s): 6
Teacher: Miss. Vollans
February March April
Week 1: Valentine Day Week 1: Pop Art Owls Week 1: April Showers
Activity Water Painting
Week 2: Easter Salt
Week 2 (Feb 9): No Class Painting Week 2: Group Mural
Week 3: Water Color Week 3 (March 15): No Week 3: Rock Painting
Spring Blossoms Class (Pattern, design, word of
wisdom)
Week 4 (Feb 23): No Class Week 4: DIY Glue Yarn
Easter Eggs
Week 5: (March 29): No
Class
Week 1: Students will Week 1: Students will Week 1: Students will
interpret artworks for refine methods and refine methods and
their symbolic meaning techniques for more techniques for more
★ Artistic style effortless image-making. effortless image-making.
affects the ★ Different drawing ★ Size interchange
emotional impact of techniques; e.g., affects the
an artwork. seeing basic apparent position
★ An artwork can be shapes, noticing of something.
analyzed for the the direction of ★ Surface reflections,
meaning of its forms, plotting the shading, and
visible components position of shadows affect the
 seeing basic and their extremities are viewpoints.
shapes, noticing interrelationship useful to depict
the direction of actions Week 2: Students will
forms, and plotting Week 3: Students will create unity by
the position of decorate items personally Week 2: Students will integrating the parts of a
extremities, are created. decorate items personally composition into the
useful to depict ★ Details, patterns, created. whole.
actions. or textures that ★ Details, patterns, ★ Implied line
can be added to or textures can be produces tensions
Week 3: two-dimensional added to and connections to
Students will refine works. three-dimensional achieve unity
methods and techniques works. ★ Transitions of
for more effortless image color, texture, or
making Week 4: Students will tone relate the
★ Abstract or simplify interpret artworks for parts of a
a form. their symbolic meaning composition to a
★ Indicate ★ Artworks contain unified whole.
perspective in symbolic Week 3: Students will
drawings representations of create unity by
a subject or theme. integrating the parts of a
★ Artworks can be composition into the
appreciated at whole.
many different ★ Pervasive color,
levels, literal and texture, or tone
symbolic can unify a
composition, as
from an overall
wash of paint, a
glaze, a textural
additive, a surface
treatment, or the
like.

Teaching & Learning Week 1: Students will be Week 1: Students will be Week 1: This is a bit like a Week 1: Lightly sketch the
Activities asked to draw on a paper
plate using pastel colors
(no black), once they
have colored on the plate
leaving with minimal to no
white spots they will color
over with black paint,
once it is dried they will be
asked to take a skewer or
toothpick and make a
design on the plate by
scratching off the black
paint.
Week 3: This will allow
students to find their own
creativity and design a
winter scene as they see
it. This will allow for some
hand-eye coordination
skills for cutting and
applying a clear bag to
make it look like a clear
window
given a piece of paper
(put your name on the
back), tissue paper will be
given - crumple it and
glue it to your paper
(wrinkles are good but we
don't want any bibbles)
paint your tissue paper
with acrylic paint & let it
dry. When it’s dry pastel
over the paint with a
different color, trace the
outline of the shape (a
heart) with black pastel,
paint the shape
**but don't get it on your
outline **, pastel over the
shape, and give a black
edge around the edge of
your paper and shape,
use white pastel to
highlight
Week 3: Students will get a
piece of paper and brush
over the entire page with
just water. Once it’s wet
add splotches of paint
throughout your paper in
various colors (bright is
better) - let it dry - take
black paint and a brush
to create the branches of
your tree - take pieces of
guided drawing - design you want on your
students will be given a paper (you can include
plain piece of paper and things like clouds, flowers,
together we will walk raindrops, umbrellas,
through the steps of etc), when you like your
drawing the owl, once we design draw over it with a
have drawn the owl and sharpie, wet your paper
added detail students will evenly with a light
then be allowed to use distribution of water
crayons or watercolor along the whole page,
paints to add color start adding color where
(remind them to consider you find fits, think about
shapes, colors, lines, where you are putting
balance, variety, and that your colors in
the purpose is to pop the accordance with your
image) drawing
** show example ** Week 2: the main topic is
going to be based on
Week 2: Students will be their time spent with me:
given a blank piece of our adventure together;
paper - they will take memories, favorite
elmer's glue and draw out activities, etc.
Easter designs (eggs, (Miss.Vollans teaching)
basket, bunny, etc) once Ensure the students
they have their design s(i know that each piece of
suggest doing one at paper will be put together
time) they will sprinkle salt to make the mural - they
onto the glue to cover it may wish to decide ahead
up - once they have done of time what they might
that they will be given dye each put to have a more
(diluted in water) and a cohesive look
dropper - they will take
the dropper, choose a Week 3: students will be
 colored tissue paper to
make the flower blossoms
on the tree
Resources Week 1: Paper plate, oil Week 1: paper, tissue
pastels, black acrylic paper, acrylic paint,
paint, toothpick or pastels
skewer, blow dryer (?)
Week 3: paper, water,
What to do while you wait: brushed, watercolor
Early Finishers folder paint, black paint, colored
color and put it on the provided with rocks -
salt their mission is to paint
*show an example * different patterns,
images, or designs on
Week 4: students will be these rocks - they will
given water balloons - also have the choice to
they can blow them up to write empowering words
water size they chose (wisdom, hope love,
(they may choose to educate, etc.) once they
make a variety) Once are all done and dry we
they have blown up their will create a snake of all
balloons they will take the rocks creating a rock
their string (or yarn) run garden of the creativity
it through the glue and of the students
wrap it around the
balloon - this will be
repeated until they have
the design/pattern they
want
* remind them they will be
popping the balloon once
the string/glue is dry so
they will need to leave
some kind of space to get
it out *
Week 1: heavyweight Week 1: watercolor paper,
paper, black marker, oil watercolor paint,
pastels, watercolor paint paintbrushes, water
(whatever they chose) cups, paper
towel/napkins, pencil,
Week 2: paper, salt, black sharpie
watered down dye, Week 2: blank piece of
 options tissue paper droppers paper, pencil, markers,
pencil crayons, tape
Week 3: popsicle sticks Week 4: water balloons,
(for window frames), bowls, glue, string (or Week 3: rocks, paint,
white paper or yarn) scissors (to pop sharpie
construction paper to the balloon)
make the winter scene,
colored markers,
crayons, pencil crayons,
scissors, plastic sandwich
bags

*Have a sample on hand*

Assessment & Evaluation Formative:

★ Observation
★ Ongoing check ins
★ Check ins to see they are following directions

Summative:
★ Art projects (final pieces)
★ Self Reflection - done on every activity