Wesley Heights, Year One
McFarland – Jen Weisphal
Learning Objective/Exit Outcomes:
- Students will express their understanding of the similarities and differences in the geographic regions of Georgia.
- Students will collaborate to create posters representative of the geographic regions.
- Students will create visual art connected to the content they have learned.
S3L1. Obtain, evaluate, and communicate information about the similarities and differences between plants, animals, and habitats found within geographic regions (Blue Ridge Mountains, Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau) of Georgia.
- Ask questions to differentiate between plants, animals, and habitats found within Georgia’s geographic regions.
VA3.CR.1 Engage in the creative process to generate and visualize ideas by using subject matter and symbols to communicate meaning.
- Utilize multiple approaches to plan works of art incorporating imaginative ideas, universal themes, and symbolic images.
VA3.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art.
- Apply art skills and knowledge to improve understanding in other disciplines.
VA3.CN.3 Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).
Science & Visual Arts
- Poster size paper
PAIR Specialist introduced poster dialogue to the students. There were five posters placed around the room with the different geographic regions of Georgia (Coastal Plains, Mountain, Marsh/Swamp, Piedmont, Ocean) at the top of the posters. With Poster Dialogue, students will have the opportunity to express their knowledge on the geographic regions by either drawing pictures or writing about the regions. The students had not yet learned about Marsh/Swamp, so this poster was a gauge to see what the students might already know about the region prior to teaching the lesson.
The teacher divided the students into groups of 3-4 and each group would get one minute to draw or write as much as they could on the poster they were at. Once the one minute was up, all groups rotated to a new poster. Building on what was already presented by the last group, students would then add to the drawing and writing with additional ideas and information for the new geographic region they were working on.
At the end of all rotations, the class would have collaborative art describing the different regions of Georgia and will have learned from one another as well, by seeing the work from the previous groups.
It is important to take the time to hang the posters up and have the students discuss what they see on each poster and what they have learned from other students’ drawing and writing, as well as inviting them to ask questions about what they do not understand to solidify the learning opportunity created with Poster Dialogue.
While students were divided into groups for this art strategy, one or two groups struggled to work together to create one large picture of the region they were working on, instead choosing to divide their poster up so that they had their own separate area to work in. It is important for this version of Poster Dialogue to really encourage students to collaborate with their group and build teamwork skills.