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UNIT PLAN TITLE

Austin Food Secrets

TEACHER(S) ARTIST(S)

Ryan Burnett and Asif Wilson Suzanne McBride and Mitchell Wenkus

SCHOOL GRADE ART FORM(S)

May Elementary 7thJournalism, Multimedia andVideo

OVERVIEW & BIG IDEAS FOR UNIT

-Expose students to the idea that food options differ from one community to the next.-Get students thinking about something as basic as food as being a social justice issue.-Teach students to differentiate between healthy and unhealthy eating.

-Challenge students to think in lateral, non-linear ways.

- Critical Inquiry: Students examining the world around them through critical investigations

GUIDING QUESTIONS FOR UNIT

Who decides what I eat? Who decides what my community eats? What are the food options within my

community? Why do other communities have different options? What are the short- and long-term effectsof eating unhealthy?

INTENTIONS FOR TEACHING & LEARNINGAS A RESULT OF THIS UNIT, WHAT DO YOU WANT YOUR STUDENTSTO KNOW AND BE ABLE TO DO IN THE FOLLOWING AREAS?

ART FORM(S) AND PROCESS: ACADEMIC CONTENT AREA(S): SOCIAL/EMOTIONAL DEVELOPMENT:

Video

Blogging/writing

Interviewing

Data Analysis

Statistics

MappingProblem Solving

Lateral Thinking

Communication/Presentation

SkillsCollaboration/BuildingRelationships

PLANS FOR DOCUMENTING THIS UNIT

[ Yes]

journals

[ Yes ]

photos [ ] audio

[ Yes ]

video

[ Yes ] pre/post examples of student

work [ ] other:

PLANS FOR ASSESSING STUDENT LEARNING/DEVELOPMENT

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ILLINOIS STATE CORE CURRICULUM STANDARDS

State Standard/Goal # State Standard/Goal # State Standard/Goal # State Standard/Goal #

STATE GOAL 10: Collect,

organize and analyze data

using statistical methods;

predict results; and

interpret uncertainty using

concepts of probability.

STATE GOAL 6:

Demonstrate and apply a

knowledge and sense of

numbers, including

numeration and operations

(addition, subtraction,

multiplication, division),

patterns, ratios and

proportions.

STATE GOAL 7: Estimate,

make and use

measurements of objects,

quantities and relationships

and determine acceptable

levels of accuracy.

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DESCRIPTION OF UNIT DOCUMENTATION

AND/OR STUDENT ASSESSMENT

- Throughout the unit, students were video taped

- Students wrote reflective pieces on their own eating habits

- Students interviewed each other with flip cameras, documenting their eating habits- Students created storyboards

- Students were assessed formally on the types of shots

- Students created a short film about healthy eating.

WHERE ARE ARCHIVE MATERIALS CURRENTLY STORED?(INCLUDING STUDENT ARTWORKS, UNIT DOCUMENTATION, ARTIST JOURNAL/BLOG, ETC.)

www.austinfoodsecrets.blogspot.com This website contains almost all of the activities we did over the

coarse of the unit, as well as pictures. Every week students responded to a post about healthy eating.

TEACHERS REFLECTIONS

Asif: The project did a great job of motivating students to learn. It was interactive; something all my

students love, and it was differentiated in that each students was assigned a task that they enjoyed and

could manage completing. The cooperative (student created) groups provided the students a means ofinformation gathering before the teacher. Students at May love working on computer and creating movies.They never thought they could bring what they already do at home and incorporate it into curriculum and

instruction within math and science.

ARTISTS REFLECTIONS

Suzanne: I hope the students learned as much as I did. I found their creativity inspiring and was amazed at

what they were able to produce in such a short period of time. They should be proud of the 11 PSAs theyproduced. Next time, my goal is to get to know the students better, one on one, and Im also wanting to

spend more time with them working on our writing and interviewing skills.

STUDENTS REFLECTIONS