Unit of Practice—T-Shirt Graphics

Abstract

Students will utilize standards-based, collaborative learning techniques to originate digital t-shirt graphics. The theme of the graphics is to portray a positive image of Valdez. In the process of learning about digital graphics, students will create Venn diagrams which compare and contrast three graphic formats: gif, jpg, and tif. Students will create original graphics in each graphic format using digital cameras, scanners, and graphic software programs. Students will be responsible for individual and as group production. Students will use the Internet and printed sources for research. Students will also explore the binary code and its relationship to file size. Final products will be t-shirts, oral presentations, and multimedia files posted to the Internet.

Goals:

1. Students will create original digital graphics.

2. Students will create and orally present multimedia documents.

Performance/Content Standards

Students will create well-developed, focused expository reports on specific graphic formats.
W4.2—Demonstrate understanding of elements of discourse (purpose, speaker, audience, form) when completing expressive (creative, narrative, descriptive), persuasive, research-based, informational, or analytical writing assignments.
W4.3—Use the conventions of standard English independently and consistently including grammar, sentence structure, paragraph structure, punctuation, spelling and usage.
W4.4—Revise writing to improve style, word choice, sentence variety, and subtlety of meaning in relation to the purpose and audience.
Students will orally present findings to targeted audiences.
E.A.3—A student should be able to speak and write well for a variety of purposes and audiences.
… in speaking, demonstrate skills in volume, intonation, and clarification.
Students will understand the differences among popular graphic formats.
R4.6—Read and follow multi-step directions to complete complex tasks.
T.A.2—A student should be able to operate technology-based tools.
…use technological tools for learning, communications, and productivity.
T.D.1—A student should be able to use technology to express ideas and exchange information.
…convey ideas to a variety of audiences using publishing, multimedia, and communication tools.
Students will explain the relationship between binary code and file size.
MA3.4.3—Add and subtract real numbers using scientific notation, powers, and roots.
MA3.4.4—Multiply and divide real numbers in various forms including scientific notation, powers, and roots.
MB1.4.1—Recognize and formulate mathematical problems from within and outside the field of mathematics.
MC1.4.2—Use numerical, graphic, and symbolic representations to support oral and written communication about math ideas.
Students will create original digital graphics.
A.A.5-6—A student should be able to create and perform in the arts.
…collaborate with others to create and perform works of art.
…integrate two or more art forms to create a work of art.
Students will understand basic electronic circuitry.
S.A.8 – A student should be able to understand scientific facts, concepts, principles, and theories.
…understand the scientific principles and models that
      …describe the nature of physical, chemical, and nuclear reactions;
      …state that whenever energy is reduced in one place, it is increased somewhere else by the same amount;
      …state that whenever there is a transformation of energy, some energy is spent in ways that make is unavailable for use (Energy Transformations)
S.A.9 – understand the transfers and transformations of matter and energy that link living things and their physical environment, from molecules to ecosystems (Flow of Matter and Energy);
Students will research the origins of graphic formats.
H.C.1—A student should develop the skills and processes of historical information.
…use appropriate technology to access, retrieve, organize, and present historical information;
H.D.6—A student should be able to integrate historical knowledge with historical skill to effectively participate as a citizen and as a lifelong learner.
…create new approaches to issues by incorporating history with other disciplines, including economics, geography, literature, the arts, science, and technology.

Introductory Activities

Students will start with a pretest. This test includes a performance task and multiple-choice questions. To introduce digital graphics, community members will be used as guest speakers. A math and an art teacher will be used expert instructional speakers. Students will then complete tutorials with both digital photography and digital illustration software.

Enabling Activities

Students will explore a sample project. They will review various graphics and Venn diagrams. Timelines, project requirements, and group dynamics will be discussed. Students will work on this project in the following classes: English, Alaska History, World Geography, Physical Sciences, Basic Applications, Multimedia Applications, and Art Survey.

Students will be placed in groups of three (Venn diagram groups). Within each Venn diagram group, students will determine which student will investigate which graphic format (gif, jpg, and tif). Students will then regroup according to their graphic formats. Within each graphic format group (if the graphic format groups are too large, they will be split), students will use the Internet and printed materials to research their graphic formats and gather the required. Each expert group will present findings to the class. Each student will then independently write a report including detailed information about his/her assigned graphic format, sample graphics, and reference material. To receive credit for the report, students must correctly site all sources.

Students will have a basic understanding of electric circuits, which includes the flow of electrons from a power source back to the original source. They will also become familiar with electrical conductors and insulators. The students will be able to construct series and parallel circuits and measure their current and voltage. Students receive direct instruction as well as participate in lab activities. In teams, they will construct electrical circuits.

Students will complete a variety of activities related to basic computer concepts including the binary code. There will be direct instruction in Math to help students grasp the binary code system. Students will complete computer lab simulations about the binary code, digital graphics, and computer system basics. Paper and pencil tests will follow.

Culminating Activities

After completing the research and writing reports, students will return to their Venn diagram groups. In each Venn diagram group, students will construct Venn diagrams to compare and contrast the three graphic formats. The Venn diagrams will include only essential information, written with minimal words. Students will then convert the Venn diagram and reports to pdf files, combine all files into one document, and format pdf with appropriate hyperlinks, thumbnails, and bookmarks. After all groups have completed the pdf files, the files will be posted to the VCS web page. Students will then present their findings to 8th graders. Students will complete science lab activities to build electrical circuits. Finally, students will complete a posttest and the Graphic Reflections worksheet describing and providing examples of their work.

Wrap Up Activity

Students will transfer a graphic onto a t-shirt.

Interactions

Students will work individually and as a group member. Students will utilize Expert Groups to share the workload. Teachers will employ the Numbered Heads Together critical thinking strategy to help students learn vocabulary. Students will use the Internet and printed material to gather information. Graphic experts in the community will be asked to speak to the students about how they use graphics in their professions. Math and Art teachers will be asked to present instructional materials to students. The building Information Technology teacher will lead students through Internet search activities and help students properly cite sources. Resource personnel will be available to assist students with special needs. Accommodations for special needs students include modified pre and post test, vocabulary flash cards, shortened written report requirements, and oral reading opportunities.

Tools

Situations/Time Line

Week 1

Week 2

Week 3

Week 4

Introduce Project/Pretest

Expert Speakers

Complete Tutorials

Use Camera and Scanner

Research and Gather Data (Outlines due)

Expert Group Presentations

Write Reports

Create Venn Diagrams

Convert Documents to pdf

Create WWW Hyperlinks

Combine pdf Files

Unit of Practice—T-Shirt Graphics

ED 597 4K Implementing Standards Based Instruction

Unit of Practice—T-Shirt Graphics

Abstract

Goals:

Performance/Content Standards

Introductory Activities

Enabling Activities

Culminating Activities

Wrap Up Activity

Interactions

Tools

Situations/Time Line