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Overview: This unit begins with students exploring the history of puppetry through researching and constructing shadow puppets and marionettes. A focus of this unit is on exploring human movements and how they can be incorporated into making the puppets. Later lessons build on student knowledge of human movement, puppetry construction to explore and build robots. From Puppets to Robots uses principles and practices from the following theoretical and pedagogical tenets:
 * Schoolwide-Enrichment (Renzulli and Reis)
 * Differentiating Instruction (Tomilson)
 * Events of Instruction (Hunter & Gagne)
 * Integration of the Arts and Movement into the content areas
 * Use of Technology

Essential and Guiding Questions
 * What are some essential elements for designed robots?
 * How can robotics help benefit humankind?

Unit Goals By the end of this unit, students will have gained knowledge and skills related to:
 * The biomechanics of movement
 * Basic construction techniques of measurement, cutting, woodworking.
 * Technology – use of Web 2.0 and online resources.
 * Design Thinking.
 * Computer control logic.
 * Presenting both oral and written ideas clearly, concisely and convincingly.
 * Strategies for solving complex problems.
 * Teamwork and project management.

NM Content Standards
 * Language Arts **
 * The student demonstrates, analyzes, evaluates and reflects upon the skills and processes used to communicate by listening to and viewing a variety of auditory and visual works. (Language Arts, V)
 * The student conducts and compiles research data, synthesizes findings, and develops an original conclusion to increase personal an community depth of knowledge. (Language Arts, VI)
 * The student responds to, examines, and critiques historically or culturally significant issues and events portrayed in literature that both illustrate and affect people, society and individuals. (Language Arts II)
 * The student conducts and compiles research data, synthesizes findings, and develops an original conclusion to increase personal and community depth of knowledge. (Language Arts, VI)


 * Science **
 * Understand that light is a form of energy and can travel through a vacuum. (Science, Content Standard 1)
 * Know that light travels in a straight line until it strikes an object and then it is reflected, refracted, or absorbed. (Science, Content Standard 1)
 * Students will know and understand the impact between science and technology in society. (Science, Content Standard 15)


 * Art **
 * The student uses dance, music, theatre/drama, and visual arts to express ideas. (Art, Content Standard 2)
 * The student demonstrates an understanding of the dynamics of the creative process. (Art, Content Standard 4)
 * The student will use dance, music, theatre/drama, and visual arts to express ideas. (Art, Content Standard 2)
 * The student generates a wide variety of ideas. integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as all other content areas.(Art, Content Standard 3)


 * Career Readiness **
 * Demonstrate basic computer operation skills in a variety of applications to access and organize information; (Career Readiness Standard 3)
 * Design a class product or process to solve an identified problem and explain the benefits that will result if the product or process is used. (Career Readiness Standard 3)

NETS for Students
 * **Creativity and Innovation** ||
 * Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: ||
 * * apply existing knowledge to generate new ideas, products, or processes. ||
 * * create original works as a means of personal or group expression. ||


 * **Communication and Collaboration** ||
 * Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: ||
 * * interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. ||
 * * communicate information and ideas effectively to multiple audiences using a variety of media and formats. ||


 * **Critical Thinking, Problem Solving, and Decision Making** ||
 * Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: ||
 * * identify and define authentic problems and significant questions for investigation. ||
 * * plan and manage activities to develop a solution or complete a project. ||