Everhart Museum

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					EDUCATOR IN THE WORKPLACE Lesson 1: The World of the Ancient Romans Exhibit
FOCUS OF Lesson #1 Project based. Direct application to the company you visited. Use company name. Emphasize a job there. A lesson that helps students understand what it is like to have a job there. Perhaps a simulation. Have them produce or create.

LESSON PLANS #1 School: Tunkhannock Area High School

Teacher: Miss Ruzbarsky Subject Area: Latin

Grade level: 9-12 Materials / Equipment needed: (attach copies of handouts/worksheets) Exhibit Pieces Art and Display Supplies (Poster Board, Rulers, Markers, Tape, Pins, Tables, Scissors, Glue, Etc.) Computer Lab with Internet and Printer Access Library Physical Classroom Space (Wall Space) Laminator Exhibit Assignment Sheet Exhibit Rubric

Lesson Objectives
By the end of the lesson, the student will:    Students will collaborate with classmates to develop a plan of action for their section of the museum exhibit. Students will conduct research on information related to their piece by evaluating primary and secondary sources. Students will synthesize information by designing a museum exhibit that will be displayed in the classroom.

Standards
National or Industry: ACTFL Standards: Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. Standard 5.1: Students use the language both within and beyond the school setting. State: PA State Proposed Standards for Foreign Language 12.4 Stage 4 A. Analyze unfamiliar products, customs, institutions and historical events in GrecoRoman culture.

B. Synthesize information about Greco-Roman culture for use in other subject areas. C. Analyze perspectives, beliefs and assumptions evident in GrecoR11.A.2.3 Make inferences, draw conclusions and make assertions based on text. R11.A.2.5 Retell or summarize the main ideas and important details of text. R11.B.3.2 Distinguish between essential and nonessential information within or across text.

Procedures
Time 5 min Activity Introduction/Starter: Example of Museum Exhibit: In this introduction, the teacher displays an ancient Roman artifact and accompanying materials for its place in the exhibit. Teacher explains the components of a museum exhibit, including projecting the Everhart Museum website to navigate through their exhibits at http://www.everhart-museum.org/Default.htm. 15 Minutes Activity: Group Orientation: Teacher divides the students into groups and passes out assignment sheets. The teacher reviews the project with the class clarifying any points and explaining various components. Students will choose their topic after discussing options with the group and designate group roles. Teacher circulates, making sure that each group is prepared to move on and answers any questions. Be sure to explain the specific job descriptions for each position on the assignment sheet. Example: Preparator makes sure the layout and security are best for that piece and looks aesthetically pleasing, etc. Teacher circulates and acts as facilitator but allows the students to use creativity to plan their exhibit focusing on their individual strengths. Tape, push pins, and tables available for students. Notes/other Teacher can use actual artifacts as well as the Everhart Museum website.

50 Minutes

Planning Time: Groups are given the opportunity to plan their section. This will include research, graphic design, layout of exhibit, and written descriptions. Although each member in the group will be working with the same artifact, he/she will focus on the particular role/”job” in the planning. During this time, students have access to computer lab, Internet, and a printer as well as art supplies.

30 Minutes

Exhibit Setup: Groups now set up their exhibits in the classroom. Room has been provided along the walls to display the work. In doing this, there is opportunity to invite other classes, parents, and community members to view student work.

20 Minutes

Project Debrief: As a class, each group will discuss their process for displaying the piece and explain its content, drawing special attention to its use in the ancient world.

10-15 Minutes

Closing/summary: Reflection: Students will write a reflection on the experience of preparing the exhibit, “The World of the Ancient Romans.”

Example teacher questions: What was this used for? What did this mean to the Romans? Why was it important? What does it tell us about their culture? How can it be compared to our culture? They should focus on the content, group collaboration, and final product. What worked and what did not work? What would you change in the future?

Assessment: Students will be assessed on the process and product according to the rubric as well as the reflection at the close of the lesson. This grade will be a project grade out of 100 points. Variations: 1. Make each group responsible for one job, such as curator or preparatory and focus on one piece for an exhibit. 2. Make project more extensive and prepare a rubric for each job within the group. More time should be allotted in this variation. 3. This lesson can also be accomplished individually, with one student performing all roles.

*See attached Exhibit Assignment Sheet and Rubric.

The World of the Ancient Romans Museum Exhibit
You are a curator or one of the directors at the Everhart Museum. A new exhibit, “The World of the Ancient Romans,” is coming in to your museum. Your job is to organize an exhibit that illustrates what the world was like for the ancient Romans using the pieces that you have in the exhibit. Your goal is to create an exhibit that illustrates to museum visitors what life was like for the ancient Romans, highlighting their language, Latin.

Before you begin… Work with your group to decide which artifact you would like to focus on in the exhibit. Once you have chosen the piece that you want to focus on, choose group roles. Each group should have a curator, publicist, director of interpretive studies, preparator, and writer. Each group member is responsible for their part of the exhibit, as well as the final product of the group. Each exhibit piece should include…     Clearly stated title of piece and description of piece including the time it was made/used Written explanation of its place in the “World of the Romans” Display layout in exhibit, layout and security Advertisements and resources for the exhibit to draw in museum visitors

Refer to the rubric for project guidelines…

The World of the Ancient Romans Museum Exhibit Rubric

Student’s Name ________________________________________________________ Rubric combines both individual and group evaluation. Individual and group performances contribute to final grade because groups would need to work together at the museum on an exhibit and success would depend on all.

Guideline Product

4 Accurately portrays artifact in its ancient essence, is visually appealing, and includes all essential related facts

3 Accurately portrays artifact in its ancient essence, is visually appealing, and includes some essential related facts

2 Portrays artifact and few essential related facts

1 Does not accurately portray artifact and is not visually appealing

Points________

Points________

Points________ Content and Required Elements of Exhibit Covers topic in depth with no grammatical and punctuation errors Elaborates on topic with few grammatical and punctuation errors Briefly describes topic with some grammatical and punctuation errors

Points________ Misrepresents material with many grammatical and punctuation errors

Points________

Points________

Points________ Points________

Creativity

Highly creative and original in all areas of exhibit piece

Creative and original in three of the four targeted areas

Creative and original in two areas

Not creative or original

Points________

Points________

Points________ Points________

Group Process

Worked well with group and independently contributed to group

Worked well with some group members and independently contributed to group

Worked with only one group member and independently contributed to group

Did not work well with group or independently

Points________ Points________ Points________ Reflection Thoroughly and honestly reflected on experience Satisfactory thinking in reflection on experience Minimal reflection on experience Points________ No reflection

\ Points________ Points________ Points________ Points________

GRADE out of 100 points _____________________________ Comments:

EDUCATOR IN THE WORKPLACE Save the Museum Lesson
FOCUS OF Lesson #2 Emphasize soft skills needed in the workplace or emphasize the math, reading, science, writing, critical thinking needed on the job. Create the lesson around forms the company uses. Incorporate the company name again in the lesson. Create a scenario based on what you observed at the company. Have students use problem solving process to come up with solutions.

LESSON PLANS #2 School: Tunkhannock Area High School

Teacher: Miss Ruzbarsky Subject Area: World History/Latin

Grade level: 9-12 Materials / Equipment needed: (attach copies of handouts/worksheets) Poster Paper Markers Computer Lab with Internet and PowerPoint Computer in Classroom w/ Projector

Lesson Objectives
By the end of the lesson, the student will:     Students will be able to collaborate with a group to devise a plan of action for raising funds to save the Everhart Museum. Students will take on necessary roles as an employee of the museum. Students will employ soft skills necessary to come up with a way to save the museum – this cannot be done alone. Students will create and complete a plan of action by collaborating, planning, and implementing it with the group.

Standards
State: 13.1.11 Career Awareness & Preparation (11th Grade) 13.1.11C: Analyze how the changing roles of individuals in the workplace relate to new opportunities within career choices. 13.3.11 Career Retention & Advancement 13.3.11C: Evaluate conflict resolution skills as they relate to the workplace: constructive criticism, group dynamics, managing/leadership, mediation, negotiation, problem solving.

Procedures
Time Activity Notes/other

5 Minutes

Introduction/Starter: Introduce Problem: You work at the Everhart Museum. You just received word that the museum will close due to lack of funding unless you and the other museum staff can figure out a way to gain more donations. What will you do? Activity: Brainstorm: Students will discuss and come up with some ideas that could be useful in drawing patrons into donating funds to save the museum. Teacher passes out a poster board to each group and markers for students to write ideas on during this activity. Some examples include: auctions, social events, new exhibits, communication and publicizing the museum, etc.

10 Minutes

45 Minutes

Research: Students will move into the computer lab to research how not-for-profit museums gain the funding necessary to function. This will allow students to get a sense of what is out there, art taxes, grants, donations, etc. Students will use this research as a starting point to come up with their own plan of action. They will also get a sense of who does what so that they can work together as “employees” and keep the museum open. Plan into Action: Students will prepare a presentation that outlines the plan to save the museum. Students move back into groups and begin a plan to save the museum. At this point, groups should determine the roles that each member will play, his or her responsibilities, and the form that the presentation will take. Students will be given time to begin work on the plan of action, including access to PowerPoint and other supplies.

Math skills can be utilized here is looking at how much is needed for a museum to continue and the breakdown.

30 Minutes

Roles of the workforce may change or be added to carry out the plan. The group must rely on each, communicate effectively, and collaborate efforts to come up with an effective solution or they will no longer have jobs.

5 Minutes Each

Presentation: In a 5 minute presentation, each group will give an overview of their plan. They can synthesize information from the research portion of the lesson and highlight creativity and innovation. Each member should play a role in not only the plan of action but also the presentation. Closing/summary: Journal Writing: Students will choose one skill that they believed to be the most important in working

10 Minutes

with the group and explain why it is so important.

Assessment: Students will be assessed through a rubric on their plan of action as well as group collaboration. Reflection: Although this lesson deals with soft skills that are important in the workplace as well as roles and collaboration among groups in the workplace, this lesson deals with saving a museum. Museums are very important vessels through which history and the ancient world are carried to the modern world. This problem is one that many notfor-profit museums face.

Collaborative Work Skills : Save the Museum
Teacher Name: Ms. Ruzbarsky

Student Name:

________________________________________

CATEGORY Contributions

4
Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. and suggests solutions to problems.

3
Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! Refines solutions suggested by others.

2
Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. Does not suggest or refine solutions, but is willing to try out solutions suggested by others.

1
Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.

Problem-solving Actively looks for

Does not try to solve problems or help others solve problems. Lets others do the work.

Quality of Work

Provides work of the Provides high quality Provides work that highest quality. work. occasionally needs to be checked/redone by other group members to ensure quality.

Provides work that usually needs to be checked/redone by others to ensure quality.

Working with Others

Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.

Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.

Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.

Monitors Group Routinely monitors Routinely monitors Occasionally the effectiveness of the effectiveness of monitors the Effectiveness
the group, and makes suggestions to make it more effective.

Rarely monitors the effectiveness of the the group and works effectiveness of the group and does not to make the group group and works to work to make it more more effective. make the group more effective. effective.

Total Score / 20: ________________ Comments:


				
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