Gustavo & Gwen: BIO/ME
2021–2022

Grade Level(s) and Subject(s): 5th Grade/Science/Social Emotional Learning 

Big Idea: Balance

Inquiry Question: What is Inter-dependency?

Describe your project.

Our class explored the science curriculum ecological restoration. We explored

the concept of inter-dependency within Biomes, a large naturally occurring

community of flora and fauna occupying a major habitat. Looking at Rainforests,

we asked, “ What is it that makes a forest thrive or just survive?”.

Students were asked to research rainforest creatures they were drawn to. They

considered how they thrived in their environment and what they were dependent

upon to survive. We then had them design mask reflecting this and one

statement, “If our classroom is a type of Habitat, are you thriving, just surviving,

or somewhere in-between?” And depending on the student’s personal answer we

told them, “look at the creatures that you’ve research and use them as inspiration

to help support your ability to thrive here”.

212 Masks 

212 researched a rainforest and we chose animals, plants, and other living things to inspire our projects’ designs. We were drawn to what was inside the rainforest. Through arts integration we were working with artist Gwendolyn Terry from the CAPE Program (Chicago Arts Partnership in Education) who was guiding us through the process. For the first 2 days, we did some discussions and learned about different living things found in a rainforest ecosystem. We also watched some videos that showcased tribes and the importance of masks to their cultures. We also made some sketches to plan out what our masks would look like. The next 2 days were spent adding cardboard which represented our living thing’s bones. The next 2 days were spent adding cotton which represented tissue and muscle that we added to the  cardboard, to make it softer and easier for the next step. When we added the cotton, the masks looked as if we were not able to paint them, or that we wouldn’t like how they would turn out, but we continued to work hard even if we were a bit frustrated. Next, we did paper mache which represented skin for 2 days which was one of the hardest steps. Lastly, we painted our masks with a base, then we added the details for our plants and animals. One last thing we did was a scene about our masks, that showed how deforestation and hunting can harm an ecosystem and our planet as a whole. What we did was we had two students without their masks, and we had them come in and have them take out people with trees, to show deforestation, and we had them come back and take animals away to show hunting. We left some animals, and trees to show them dying after the other ones are gone. This connects with our science because in science we are learning about restoration and damage that has been done in rainforests. Two of the major problems in rainforests are deforestation and hunting. When there is a lot of deforestation in rainforests, it causes birds to get killed faster by their predators, and also ruins the oxygen we get from trees. If we continue deforestation then not only will ecosystems be ruined, but also the earth will be ruined. Hunting is the second most major problem in a rainforest. If we continue Hunting animals, the animals that are rarely hunted down will be increasing in population, and especially if they are Herbivores they will continue eating plants, and plants and trees will decrease in population, and we will again have difficulty breathing. If the animals that rarely get hunted down are carnivores, then they will starve to death if they can’t find Herbivores to eat. This will ruin the Ecosystem. This is why protecting an ecosystem is important not just for a rainforest, but for other places as well. This was our process of making the masks, and also why we chose to do a rainforest Ecosystem.  

Khadijah 212

What references or influences did you draw from when creating your project? What changed this year from past CAPE projects?

We used the Amplify science curriculum unit on Ecosystem Restoration as a reference and inspiration for creating our project. We connected the concept of how in an ecosystem living organisms are dependent on one another in order to survive. We used the idea of our classroom functioning as an ecosystem and thought about how we are dependent on one another. This year we had to work with the possibility of having to do our project virtually if we had to quarantine. Besides showing students different techniques on how to create different elements for their masks we really just let them be creative and use their sense of identity to come up with their personal choices.

Describe how inquiry was introduced to your students. 

By looking at the biome of the Rainforest, how it functions as a whole and as individual parts, we asked the question, “Could the rainforest exist without trees? The plants? The animals? The insects? The fungi? “. After listening to their answers we directed the conversation to the concept of Balance and inter-dependency, and the sub-role of reliance and the idea of give and take . We discussed they’re own personal inter-dependency and asked then to consider what do you get and what do you take from your family, your school,  your friends, your enemies, your pets, your community? After this discussion we then considered the Rainforest‘s biome’s three zones. We gave plant and animal examples found in each zone, looking at what they give and take.  Student then choose one animal , plant, insect, or fungi, that they examined and investigated, looking further at it’s role within this biome system, what it takes and what it gives, and asked them to  consider what in their own  life/biome would be comparable. 

Choose 1 academic learning standard and 1 arts learning standard. Describe how it was incorporated into your project.

VA:Cr1.2.5  Identify and demonstrate diverse methods of artistic investigation to choose an approach for beginning a work of art. 

We explored various cultural approaches to the meaning behind masks and mask making. We considered the environmental context of each cultural group and how it impacts their unique problems, which they're attempting to find balance with or emphasis a need to, through  the creation and performance of the masks.  The students then applied this to their own mask's meaning and construction.

5-LS2-1.

Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

In our science unit on Ecosystem Restoration students learned about the roles of different organisms to an ecosystem. This was incorporated into our project because students had to think about their role in our classroom ecosystem. Students used this understanding to help them think about the kind of living thing that they would use as their inspiration for their mask.

What were your central concerns for your CAPE work this year and how have your concerns evolved since the beginning of the year?

 Gwen- This year I was focused on the importance of one-on-one in-person classroom interaction with the students but was concerned it'd be interrupted by testing, sickness, etc.. After this year's in-classroom experience and after working remotely for two years, It's giving me a broader perspective of student engagement and my role as a facilitator. I believe if we found ourselves in a hybrid situation in the future we'd be able to create engaging personal units that would stimulate a level of retention through our multifaceted approach.

Gustavo- My concerns were similar to Gwen's. Scheduling, having to quarantine, testing, classroom management. In the back of my mind I am always thinking about how receptive students will be to the projects that we are presenting. A lot of what we have done takes patience on the students part and a willingness to step out of their comfort zones. However, as we move on with our work students become more engaged when they have the freedom of choice and are able to show their identities through their work.

What did you learn about how your students learn this year? What did you learn about how you teach?

Gwen- I learned that the students are raw to the point of being numb. They're hungry to engage in new things but their ability to engage in them is dampened by a shorten attention span, stunted agency often in the form of expecting much of every activity to be done/preped for them (I had many experience of being directed with what they wanted me to do to their masks) , or difficulty compromising/negotiating  in group settings. None of this, individually, is anything especially new or different with this age group, but, it's the level and intensity that's surprising.  I feel they all needed, and wanted, to be recognized and heard individually. As a teaching artist I  wanted to give them the freedom to explore their thought's and support their visions by challenging their assumptions while giving them that one-on-one time as best I could. Hopefully, I was able to facilitate this in the month I was in the classroom.

Gustavo- This year was very challenging for everyone. It was unrealistic to think that students would be coming into the school year prepared and on track with their learning.  I expected students would need to have some form of remediation to try and help them to get closer to on track. However, what was even more difficult was the lack of social skills. Students seemed to have forgotten how to act around their peers and struggled with social interactions. We had to spend a lot of time this year on social emotional learning and community building. I have always been very patient but this year I had to stretch may patience to a whole new level.

In these videos students were asked to reflect on the following statements:

1. My mask protects me from...

2. My mask gives me the power to... 

Reflection Writing Prompt: 

In an ecosystem we talked about what it means to thrive or survive. Think about yourself, do you feel like you are thriving or surviving in life right now?

Responses:

#1 - In my life I am surviving because we were supposed to go to Pakistan but the tickets got expensive and we couldn't afford it. We also have my grandma living with us because her house caught on fire so she lives with us and spends a lot of money. A bunch of money also gets used on bills so we always eat leftovers for 2 or 3 nights. A bunch of stuff is happening but my dad got a new job and he gets paid a lot everyday so I know we can get out of this. - K. Karim

#2 - I feel like I am thriving because I h ave everything I need and I am living good and I get money for doing chores. I get 10 dollars and I think in the future I will thrive because I will try to continue on my dreams and hopefully accomplish my dream and keep on trying. - S. Beltran

#3 - I feel like I am thriving because I have everything I need: food, water, sisters, brothers. What else can I want? I get love and affection. I have an aunt that helps me and my dad puts food on the table. The reason why I said this is because I help the people that help me. I say that my life will continue to thrive because I will continue to help and support the people that support me. - V. Hensel

#4 - I am surviving because I am not living that well and sometimes we run out of food and we don't know what to do because we don't have that much money. I think if my parents can find a better job then we can live better and maybe even start thriving. - J. Carmona