light spectrum: color

NAME:

Light Spectrum:

Color

Student Resource Book

UNIT 1ELEMENTARY

STEAM_Elem_U1 SRB_2020.indd 1STEAM_Elem_U1 SRB_2020.indd 1 3/6/20 11:36 AM3/6/20 11:36 AM

Essential Questions

• How do we see color in the world?

• How can we use the elements of art to express feelings?

Unit ObjectivesLESSON 1: Color

• I can define white light.

• I can explain how a light wave causes us to see a color.

• I can identify primary, secondary, and complementary colors.

• I can make my own color wheel.

• I can identify all the colors I see in nature.

• I can describe the light spectrum.

• I can explain how a prism bends light waves to show the colors of the rainbow.

• I can list the colors of the rainbow in order.

LESSON 2: Solve a Problem with Art

• I can use the Engineering Design Process (EDP) to define a problem.

• I can use the EDP to research a problem.

• I can brainstorm a solution to a problem using the EDP.

• I can build a prototype of my proposed solution using the EDP.

• I can test a prototype I’ve created.

• I can refine and revise my prototype based on feedback.

• I can analyze my classmates’ art and determine feelings expressed by it.

2 Catapult Learning ©2020


The Engineering Design Process1. Define the Problem

2. Research

3. Brainstorm

4. Choose a Solution

5. Build a Prototype

6. TestCatapult Learning ©2020 3


SESSION 1

How We See Color

How We See Red Color

Red Surface

White Light

Red Color ReflectedOther Colors

Absorbed



SESSION 1

Notes about Colors

Catapult Learning ©2020 5


SESSION 1

The Color Wheel

red orange yellow green blue purple



SESSION 1

All about Me in ColorMy primary color is .

My secondary color is .



How Prisms Work This diagram shows what happens to turn white light into a rainbow. How does the prism work?

SESSION 2

White Sunlight

Glass Prism

red

orange

yellow

green

blue

indigo

violet



SESSION 2

Nature ArtDirections: Use this page to create your own work of art inspired by nature.



SESSION 3

Define the ProblemDirections: Write a problem statement in your own words.



SESSION 3

Research



SESSION 3

Feelings as Color in Art

Directions: Look at each of the paintings listed in the table below. Working with your group, come to a consensus about each answer. When you’ve completed the table, be prepared to share your ideas with the rest of the class.

Artwork Feelings being expressed

What colors made you feel that way?

How did the artist emphasize the colors?

Lappi-Lappi-Dreaming

The Milkmaid

Sunflowers

Starry Night

Carnival of the Harlequin

Tiger in a Tropical Storm



SESSION 4

Brainstorm



SESSION 4

Choose a Solution



SESSION 5

TestPros Cons



SESSION 5

Use the EDPDefine the Problem:

Research:

Brainstorm:

Choose a Solution:

Build a Prototype:

Test:



Notes:



Presentation RubricExcellent Good Work Needs Some Work

Org

aniz

atio

n

Ideas presented in an order that makes sense

Ideas mostly presented in an order that makes sense

Ideas presented in an order that does not make sense

Ideas and facts support the main idea

Most information supports the main idea, but some doesn’t

Most information does not support the main idea

Exp

lana

tion

of

Ide

as

Explanation of how EDP used is clear

Explanation of how EDP used is somewhat clear

Explanation of how EDP used is unclear

Very clear how the structure/design meets the design challenge

Not entirely clear how the structure/design meets the design challenge

Not clear how structure/design meets design challenge

Eyes

and

Bod

y

and

Voi

ce

Keeps eye contact with the audience most of the time; speaks clearly

Makes some eye contact with the audience; speaks clearly most of the time

Does not look at the audience or speak clearly

Stands with good posture

Fidgets or slouches a little bit

Fidgets or slouches a lot

Wor

king

as

a G

roup

Able to work productively in a group

Able to work together most of the time with others in a group

Not able to work well with others in a group

Able to both contribute ideas and listen to others’ ideas in the group

Able to contribute ideas to the group some of the time

Difficulty sharing ideas with others in a group



Work Habits RubricExcellent Good Work Needs Some Work

Que

stio

ning

Asks questions to fill in the gaps between what he/she knows and doesn’t know

Sometimes asks questions to find out what he/she doesn’t know

Doesn’t ask questions to find out what he/she doesn’t know

Has a questioning attitude; creates strategies to find answers

Sometimes has a questioning attitude

Does not have a questioning attitude

Thi

nkin

g F

lexi

bly

Able to change mind when presented with new information

Sometimes considers other points of view

Difficulty considering other points of view

Finds alternatives by looking at ideas in another way

Tries to think about different options and ideas

Difficulty thinking about different options and/or ideas

Cre

atin

g, I

mag

inin

g,

and

Inno

vati

ng

Thinks of original and creative solutions

Tries to think of creative solutions

Difficulty seeing more than one solution to a problem

Looks at possibilities from many angles

Sometimes looks at different possibilities from different angles

Difficulty considering different possibilities

Per

sist

ing

and

Gro

wth

Min

dset Works through

challenges and failures

Works through some challenges and failures

Does not work through challenges and failures

Stays focused on task and project goals

Able to focus some of the time

Difficulty focusing



©2020 Catapult Learning, LLC

Catapult Learning, LLC Two Aquarium Drive, Suite 100 Camden, NJ 08103 1-800-841-8730

www.catapultlearning.com

All rights reserved. No part of this publication, in whole or part, except those pages marked specifically with permission for reproduction may be reproduced in any form, or by any means, or stored in a database or retrieval system, without prior written permission from the publisher.

Printed in the United States of America.


NAME:

Lines, Shapes,

and Mapmaking

UNIT 2ELEMENTARY



Essential Questions• Why are lines, angles, and shapes important?

• How can we represent the real world using only lines, angles, and shapes?

Unit Objectives

LESSON 1: Work with Lines and Angles

• I can identify and define different kinds of lines.

• I can identify and define different kinds of angles.

• I can use lines and angles in different ways.

• I can identify features of a trail map.

• I can use the Engineering Design Process to define a problem, research it, and brainstorm solutions.

• I can use the Engineering Design Process to choose solutions, draw a prototype map, and test it.

• I can draw map features using only lines and angles.

• I can edit my map based on peer feedback.

LESSON 2: Explore Shapes

• I can find geometric and organic shapes in a map.

• I can edit a map to add more shapes to it.

• I can create a painting made up of one or two shapes.

• I can arrange shapes into a pattern.

• I can create a shape that fits into a pattern with itself.

• I can decorate a repeating shape so it relates to a particular theme.



Kinds of Lines and Angles

Directions: Draw and label the different kinds of lines and angles in the chart below.

Lines Angles

SESSION 1Catapult Learning ©2020 3


SESSION 1

Where in the World?Directions: Write the name of your line (or group of lines) or angle and draw it in the box. Then come up with three examples of places it occurs in the real world, draw them, and answer the questions about them.

Line or Angle:

Draw the line or angle in the box to the right.

Example 1

Location:

Draw a picture of the example. Draw an arrow to the line or angle.

What would happen if your line or angle was replaced with another type of line or angle? Describe how the example would change.



SESSION 1

Example 2

Location:



Example 3

Location:





SESSION 1

Take a Line for a Walk



SESSION 2


2. Research

3. Brainstorm





Define the ProblemDirections: Write a problem statement in your own words. Then answer the questions.

1. What are the main parts of this problem?

2. Who will be helped by solving this problem?

3. What is the goal of solving the problem?

SESSION 28 Catapult Learning ©2020


SESSION 2

Trail Map: Verde Mountain National Park

Road

Sequoia Trail

Kisco Ridge Trail

Creek

Summit

Campground

Cranberry Creek

Acac

ia C

reek

Sequoia Trail

Kisco Ridge Trail

KISCO

RID

GE

Verde Mountain

Key



SESSION 2

Trail Map: Dog Lake State Park

N

E

S

W

Road

Trail

Campsite

Parking

Lake/Stream

Dog Park

Dog Lake State Park

Key



SESSION 2

Research and BrainstormDirections: Look at the sample maps on pages 9–10. Then, fill in the table by writing down as many features as you can for your trail map. Write the line or angle you could use for each feature (for example, “curved line” or “acute angle”).

FeatureType of Line or Angle Representing Feature



SESSION 3

My Trail Map: DraftDirections: Look back at page 11 and decide which features you want to include on your trail map. Draw your map, including a key that explains what each type of line and angle stands for.



SESSION 4

Shapes on a MapPartner Directions: Review your partner’s map and find examples of as many shapes as possible. Check off each shape you find and describe where it is located.

Shape Location of Example on Map

Square

Rectangle

Circle

Triangle

Diamond

Oval

Organic (Describe shape:

)

Mapmaker Directions: Review what your partner wrote. Then, follow the directions below.

1. Organic shapes are everywhere! Describe two additional organic shapes on your map.

2. If any shapes were missing from your map, draw them in now. Use only the lines and angles that are already in your map key.

3. If your map had every shape, add a second example of 2 or 3 shapes.



SESSION 5

Tessellations in Art

Mosaic showing Medusa, Greece, 2nd century CE

Mosaic decorating the walls of the Kasbah Telouet in Morocco

Stonework by the Zapotec people, Mexico, circa 1200 CE



Tessellations in Art (continued)

SESSION 5

Tiles in the Alhambra palace in Spain, circa 1350 CE

Alhambra palace



Notes:




Org

aniz

atio

n







Exp

lana

tion

of

Ide

as







Eyes

and

Bod

y

and

Voi

ce







Wor

king

as

a G

roup










Que

stio

ning







Thi

nkin

g F

lexi

bly







Cre

atin

g, I

mag

inin

g,

and

Inno

vati

ng







Per

sist

ing

and

Gro

wth

Min

dset Works through






Difficulty focusing



NAME:

STEAM: Final

Project


ELEMENTARY


Essential Questions• How can art help improve communities?

• What problems exist in my school or community that might be solved through art and engineering?

• How can I use the Engineering Design Process (EDP) and the Elements of Art to solve one particular school or community problem?

• How can I explain my solution to others?

Unit Objectives

LESSON 1: Solve a Problem

• I can list problems in my school or community that can be addressed using the EDP and the Elements of Art.

• I can define one problem or issue, conduct research, and brainstorm solutions.

• I can brainstorm solutions to a problem in my school or community.

• I can choose a solution that uses the Elements of Art.

• I can build a prototype for my solution to a problem in my school or community.

• I can use the Elements of Art in my prototype.

• I can test the prototype for my solution to a problem in my school or community.

• I can revise the design of my prototype based on feedback from my peers.

LESSON 2: Present a Solution

• I can give an engaging presentation.

• I can assess and reflect on my own presentation.




2. Research

3. Brainstorm





SESSION 1

Define the Problem

• What are the main parts of this problem (or issue)?

• Who will be helped by your solution?

• Why should you solve this problem?

• What is the goal of solving this problem?

Research

• What similar problems have you had in your life?

• How have you tried to solve them? How have you wished you could solve them?

• What do you need to create a solution?

• What materials could you use to make a prototype (model)?

• What questions do you have?

Brainstorm

• What are some new and different ways to solve the problem?

• What are some “off-the-wall” ideas?

• How could you sketch your ideas?

• How could you encourage new ideas?

• What ideas do you have to use the Elements of Art to help solve the problem?

Working through the Engineering Design Process



SESSION 1

Choose a Solution

• What are the good points of each idea? What are the downsides?

• Which solutions would be easiest for your school or community to accomplish?

• Which solutions use the Elements of Art?

• Which ideas would be most interesting to work on?

• What do you need more information about? Where can you find answers?

Build a Prototype

• Are you closely following the sketches you made? Why or why not?

• What changes have you made?

• How are you using the Elements of Art in your design?

• What might be another way to approach this situation?

Test

• What is the point of testing your prototype?

• What can you learn?

• How can you incorporate the feedback you receive?



SESSION 1

List Problems



Define the Problem

SESSION 1

Problem Statement



SESSION 1

Research



SESSION 1

Brainstorm



SESSION 2

Choose a SolutionPros Cons

Our Solution



SESSION 3

Sketch a Prototype



SESSION 3

Build a Prototype



SESSION 4

Feedback RubricExcellent Good Work Needs Some Work

What’s the problem?

Problem is explained clearly; tells who will be helped

Some parts of problem are explained

Problem is not explained; not sure who it will help

What’s the solution?

Solution clearly solves the problem

Solution mostly solves the problem

Solution does not solve the problem

Elements of Art

Solution uses at least 2 Elements of Art

Solution uses 1 Element of Art

Solution does not use Elements of Art

Notes:

Write at least one question for each team’s prototype you review.

•

•



SESSION 4

Revise



SESSION 5

Presentation OutlineUse this outline to plan your presentation.

I. Introduction: Describe the problem you want to solve and who it will help.

II. Solution statement: Describe your solution and why you chose it.

III. Explanation: Explain your solution in detail, using words and pictures. Tell what you learned, and how your ideas changed.

What will you show? Describe the materials you will use with your presentation, including any models or drawings.



Presentation Notes



Reflect on Your WorkFor each step of the project, evaluate how well it went. Note what was successful, what challenges you encountered, and how you could improve on your work next time.

1. List Problems (Not Great) 1 2 3 4 5 (Great!)

What worked:

Challenges:

How to improve:

2. Select and Define a Problem (Not Great) 1 2 3 4 5 (Great!)

What worked:

Challenges:

How to improve:

3. Research (Not Great) 1 2 3 4 5 (Great!)

What worked:

Challenges:

How to improve:

4. Brainstorm (Not Great) 1 2 3 4 5 (Great!)

What worked:

Challenges:

How to improve:

5. Choose a Solution (Not Great) 1 2 3 4 5 (Great!)

What worked:

Challenges:

How to improve:



6. Build a Prototype (Not Great) 1 2 3 4 5 (Great!)

What worked:

Challenges:

How to improve:

7. Test Prototypes (Not Great) 1 2 3 4 5 (Great!)

What worked:

Challenges:

How to improve:

8. Refine Prototypes (Not Great) 1 2 3 4 5 (Great)

What worked:

Challenges:

How to improve:

9. Plan for Sharing (Not Great) 1 2 3 4 5 (Great!)

What worked:

Challenges:

How to improve:

10. Share Prototypes (Not Great) 1 2 3 4 5 (Great!)

What worked:

Challenges:

How to improve:



Notes:




Org

aniz

atio

n







Exp

lana

tion

of

Ide

as







Eyes

and

Bod

y

and

Voi

ce







Wor

king

as

a G

roup










Que

stio

ning







Thi

nkin

g F

lexi

bly







Cre

atin

g, I

mag

inin

g,

and

Inno

vati

ng







Per

sist

ing

and

Gro

wth

Min

dset Works through






Difficulty focusing



light spectrum: color

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