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How can we "spark" learning and art in our "area"?…

- - - - General Outcome
        Use direct and indirect measurement to solve problems.
        
        Specific Outcomes
        
        Identify 90º angles. [ME, V]
        
        Design and construct different rectangles, given either perimeter or area, or both (whole numbers), and make generalizations. [C, CN, PS, R, V]
      - SHAPE AND SPACE (3-D Objects and 2-D Shapes)
        
        General Outcome
        Describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among them.
        
        Specific Outcomes
        
        Describe and provide examples of edges and faces of 3-D objects, and sides of 2-D shapes that are:
        -parallel
        -perpendicular
        -intersecting
        -vertical
        -horizontal
        
        Identify and sort quadrilaterals, including: rectangles, squares, trapezoids, parallelograms, rhombuses according to their attributes.
  - - - COMPOSITION
        
        Component 9 - CRAFTSMANSHIP: Students will perfect images through economical use of material and efficiency of effort.
        
        Concepts
        
        B. Skill in getting the most from the least.
      - DEPICTION
        
        Component 4 - MAIN FORMS AND PROPORTIONS: Students will modify forms by abstraction, distortion and other transformations.
        
        Concepts
        
        F. Shapes can be distorted for special reasons.
        
        :link:
        
        G. Sighting techniques can be used to analyze the proportions of things.
      - EXPRESSION
        
        Component 10 (iii) MEDIA AND TECHNIQUES: Students will use media and techniques, with an emphasis on more indirect complex procedures and effects in drawing, painting, printmaking, sculpture, fabric arts, photography and technographic arts.
        
        Concepts
        
        A. Drawing
        
        -Make serial drawings to stimulate movement
        
        -Abstract or simplify a form
        
        -Indicate perspective in drawings.
    - - Rulers
      - Scissors
      - Protractor
      - Paper
      - Drawing utensils
      - Youtube
    - - Calculating are and perimeter
      - Using gridding to make 3-D spheres
      - Measuring and calculating rectangles
      - Drawing and shading 3-D spheres
      - Drawing flip book art on rectangular pieces of paper
      - Make an optical illusion for homopolar motor
      - Watching videos about optical illusions
- - - - Category: Communicating, Inquiring, Decision Making and Problem Solving
      - General Outcomes
      - Students will access, use and communicate information from a variety of technologies.
      - Specific Outcomes
      - DIVISION 2
      - 2.1 access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resource locations (URLs)
      - 2.2 organize information gathered from the Internet, or an electronic source, by selecting and recording the data in logical files or categories; and by communicating effectively, through appropriate forms, such as speeches, reports and multimedia presentations, applying information technologies that serve particular audiences and purposes.
    - - General Outcomes
      - Students will use organizational processes and tools to manage inquiry.
      - Specific Outcomes
      - DIVISION 2
      - 2.1 design and follow a plan, including a schedule, to be used during an inquiry process, and make revisions to the plan, as necessary
      - 2.2 organize information, using such tools as a database, spreadsheet or electronic webbing 2.3 reflect on and describe the processes involved in completing a project
  - - - https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc
    - - SMARTboard
- - - - Topic A: Electricity and Magnetism
      - Students will:
      - 5–5 Demonstrate safe methods for the study of magnetism and electricity, identify methods for
        measurement and control, and apply techniques for evaluating magnetic and electrical properties of materials.
      - Specific Learner Expectations
      - Students will:
      - Describe and demonstrate example activities that show that electricity and magnetism are related:
        -demonstrate that electricity can be used to create magnetism
        -demonstrate that a moving magnet can be used to generate electricity
      - .
      - Demonstrate and interpret evidence of magnetic fields around magnets and
        around current-carrying wires, by use of iron filings or by use of one or more compasses.
      - Demonstrate that a continuous loop of conducting material
        is needed for an uninterrupted flow of current in a circuit.
      - Distinguish electrical conductors—materials that allow electricity to flow
        through them— from insulators—materials that do not allow electricity to flow through them.
        
        Recognize and demonstrate that some materials, including resistors, are partial conductors of electricity.
      - General Learner Expectations
    - - Topic B: Mechanisms Using Electricity
        
        General Learner Expectations
        
        Students will:
        
        5–6 Construct simple circuits, and apply an understanding of circuits to the construction and control of motorized devices.
        
        Specific Learner Expectations
        
        Students will:
        
        Design and construct circuits that operate lights and other electrical devices.
        
        Design and construct vehicles or other devices that use a battery-powered electric motor to produce motion; e.g., model cars, hoists, fans.
        
        Given a design task and appropriate materials, invent and construct an electrical device that meets the task requirements.
  - - - https://phet.colorado.edu/en/simulation/circuit-construction-kit-dc
  - - - Use online resource to construct interactive circuits and test electron flow.