Lesson 1: Creating the Mural

Introduction: In this lesson, you will create a mural of Washington State.

Goals: Each student will be in a different group to create a mural. The mural will surround the classroom and give you all a better understanding of Washington State.

Methodology: You will be in various groups, each group will have a different roles. Each student will contribute to the mural in a different way.

Groups: You as the students will use the site and integrate the unit resources as a tool to help guide you in your creation of the mural. Each group will use their creativity and prior knowledge to create this mural. You will be able to use the site and any other materials you find necessary to complete this assignment.

    The different groups are the Agriculturalist, the Economist, the Environmentalist, the Tourist, the Recreationalist, and the Symbol gist.

Supplies:

    The following supplies will be available for you:

        -Poster paper -Markers –Crayons-Colored pencils-Construction paper-Scissors-Glue-Tape

Objectives:

• The students will have a visual representation of Washington State.
  
• The students will gain a better understanding into what has shaped Washington into the state it is today.
  

Closure/Assessment:

    At the end of this lesson, students will be asked to make a presentation that reveals to their classmates what they have come to understand about the importance of economics and the role it plays in a state/region.

Rubric:

    Students will use this rubric to guide the creation of the mural and the presentation of their product to the class.

Making A Poster : Creating a Mural
Teacher Name: Z Liedtke
Student Name:     ________________________________________
CATEGORY	Excellent	Good	Poor
Graphics	Graphics are all in focus and the content easily viewed and identified from 6 ft. away.Several of the graphics used on the poster reflect a exceptional degree of student creativity in their creation and/or display.All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.	Most graphics are in focus and the content easily viewed and identified from 6 ft. away.One or two of the graphics used on the poster reflect student creativity in their creation and/or display.All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation.	Most graphics are in focus and the content is easily viewed and identified from 4 ft. away. The graphics are made by the student, but are based on the designs or ideas of others.All graphics relate to the topic. Most borrowed graphics have a source citation.
Knowledge	Student can accurately answer all questions related to facts in the poster and processes used to create the poster.The poster includes all required elements as well as additional information.	Student can accurately answer most questions related to facts in the poster and processes used to create the poster.All required elements are included on the poster.	Student can accurately answer about 75% of questions related to facts in the poster and processes used to create the poster. Some of the required elements are missing on the poster.
Mechanics	Capitalization and punctuation are correct throughout the poster.	There is few errors in capitalization or punctuation.	There are many errors in capitalization or punctuation.
Organization	The poster is exceptionally attractive in terms of design, layout, and neatness.Used time well during each class period. Focused on getting the project done. Never distracted others.	The poster is attractive in terms of design, layout and neatness.Used time well during each class period. Usually focused on getting the project done and never distracted others.	The poster is acceptably attractive though it may be a bit messy.Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.

Oral Presentation Rubric : Presenting the Mural
Teacher Name: Z Liedtke
Student Name:     ________________________________________
CATEGORY	Excellent	Good	Poor
Collaboration with Peers	Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.	Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group.	Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.
Content	Shows a full understanding of the topic.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.
Comprehension	Student is able to accurately answer almost all questions posed by classmates about the topic.	Student is able to accurately answer most questions posed by classmates about the topic.	Student is able to accurately answer a few questions posed by classmates about the topic.
Enthusiasm	Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.