Communities & Individuals
Exhibition #1: Monday, November 25, 2013
Grade 4 Overview
I. Early Civilizations: Survival and Settlement
For the first Exhibition, each student will assume the role of an archaeologist “digging up” information about the ancient civilization of Mesopotamia. Components of the project will include a written paragraph about a chosen topic, graphics with captions and an artifact that relates to their topic. A world map with an insert map of Mesopotamia will also be included. Trioramas will be displayed as students present what they’ve learned about Mesopotamia.
Components of the project include:
Students will be assessed on the quality of factual information, an organized and clear p
aragraph, and the neat, well-designed appearance of trioramas, artifacts and maps.
II. Students as Writers: Personal Narratives/Creative Stories
The students will become authors of a focused personal narrative and a creative writing piece. Student stories will evolve from a first to a second draft, through revision and editing, finally resulting in a published narrative. Students will be assessed on the development and focus of the story idea, organization of story events, strong word choices, and use of standard English conventions. Final drafts must be written neatly or may be typed. Published stories will be presented at Exhibition.
III. How do We Communicate through Art: Early man cave paintings
Students will learn about some aspects of the lives of early men by looking at caves paintings, and take a virtual tour of the Lascaux cave in France, discussing what materials were used, why, how the paintings were made and for what purpose. Discussion includes how art can tell stories, communicate ideas, and gives us a lot of information about the lives, hopes and beliefs of cultures with no written language.
Students will create a mixed-media drawing that emulates prehistoric cave paintings such as the ones found in the caves of Lascaux and Chauvet in France, and Altamira in Spain. The final drawing will be on crumpled brown paper to represent rocks, using earth tones Cray-Pas and watercolors in a resist technique.
Students will learn how to use various media and techniques to create different visual effects. Students will be developing their observation skills by drawing animals from photographs and other handouts, and their composition skills by deciding how to best place their animals in their work to achieve balance.
IV. Bridges Build Communities and Bring Together Individuals
Working in Company Construction Teams of three or four, students will assume the jobs of Project Director, Architect, Carpenter, and Accountant as they work together to build a bridge.
Each company member (student) will perform only the duties listed for his or her job and will also be responsible forperiodically checking the work of other members of their company (for example, the architect designs and draws the plans for the bridge, but will also be responsible for checking the company’s balance sheet maintained by the accountant.)
Students will learn and apply concepts such as stress, fulcrum, law of gravity, and strength of different geometric shapes.
Students will present their final bridge, highlighting their individual roles and the process of constructing their bridge.
Bridges will be assessed on the accuracy and neatness of the building plans and finished bridge, cost of the bridge as compared to their proposed budget and how well the finished bridge matches the plans. Bridges will also be judged for strength. More detailed instructions will be given to students when bridge companies are formed.
V. “Defying Gravity” from Wicked (Glee Version)
Students will explore how the hearing impaired communicate as they learn American Sign Language. They will acquire the basics of sign language communication and perform a song on Exhibition night.
VI. School Song (written by Jack Krivit, class of 2013)
Students will perform our MCCPS school song during opening ceremonies.