Students will study an aspect of the environment (such as aquifers) or local history and its impact on the environment (such as mining in Louisville, CO). Students will research the situation and create a three-part artistic rendition of the associated environmental changes and impacts. The artwork will involve tissue paper, photographic or mixed-media "paintings" depicting 3 stages of the environment surrounding the problem or situation, preferably one in the past, present, and future (as they think it might be). The goal is for students to communicate their values and understanding of an environmental dilemma or change through simple yet somewhat abstract works of art.
9 - 12 (could be used in 6 - 8)
The activity highlighted below is explained in detail. Periods are assumed to be 80 minutes long.
Key concepts: Elements and principles of art, creating a composition with paper and paint, basic geology, ecosystems, basic biodiversity and botany, pollution and other water and air issues, census information
| Day | Topic/Activity |
| 1 | Introduce the unit and census study. Provide and generate ideas for research topics. Explain criteria for research reports, the art project, and the presentations. Present and discuss population changes (past, present and future predictions). Resource example: Population Reference Bureau http://www.prb.org/Content/NavigationMenu/PRB/Educators/Human_Population/Population_Growth/Population_Growth.htm |
| 2 | Provide resource lists (books, web, libraries). Example: http://www.boulder.lib.co.us/branch/carnegie.html. Demonstrate and practice using photo resources on the internet. Choose topics (students can work in pairs). |
| 3 | Outdoor Field Study: Biodiversity activity. Make predictions about environmental and historical topics. See the Quantifying Biodiversity lesson from the Colorado Division of Wildlife. It involves collecting and counting plant species from a grid set up outside (near high foliage areas - riparian, etc.). |
4 |
Continue the Biodiversity Activity. Chart findings, determine extinction rates, etc. (May skip the last activity - Equation - if time does not permit.) |
| 5 | Access the Creating Artwork to Explain Environmental Change Lesson activity. Discuss the artists Andy Warhol and Eric Carle and their work. Explain their techniques and have students practice them. |
6 |
Students research topics. Provide list of criteria/categories to research and expectations for written reports. |
7 |
Continue research, adding extra days if necessary. Option: Students collect photos of their topic sites showing the present conditions; if funds allow, use digital or disposable cameras |
8 |
Plan 3 works of art. Collect and organize materials (photographs taken or copied from books/web, diagrams, sketches, maps, etc.). Provide criteria and dimensions. |
9-10 |
Work on art, research, and reports. Provide support, resources, suggestions, and examples, etc. |
11 |
Value statements: Write paragraphs for each art panel. Explain the date, location, and background of each panel. Explain changes, causes, and opinions regarding the topic. Explain the value of such information and rationale for future efforts or changes. |
12 |
Presentations. Provide explanations of topic and findings, and explain the artwork and value statements. |