Going With The Flow
STEAM Lesson Brief
Educators on the team-full names: (for certification max: 4/team – label subject specialists)
NYASHA WARREN - Science and Resource Teacher
When &Where you attended a training. Dates Starting JANUARY - 2015/ONLINE
Students use knowledge from across the disciplines to strengthen their understanding of each
subject’s content and its related careers through topic or theme oriented realistic problembased activity-rich lessons.
Theme that this lesson would tie to: Causes and Effects of Human Interaction with Natural
Resources
Specific Topic Concept within that theme: Causes and Effects of the Construction of the
Panama Canal
Thank you for your work. We sincerely apologize for the delay in having this returned to you
and have extended your membership for an additional 6 months.
Overall, this is a great lesson and the time/effort you spent is evident. The project elements you
have chosen integrate back to your overall theme beautifully and address the standards you
have chosen well. Your summaries of the overall plan show the logical progression of each
activity and the thought behind your theme.
Your plan needs just a little more tying together mostly in the flow of your project and
assessment areas. Your descriptions of what the students are going to do in some areas were
too vague for me to get a full picture of what you intended.
In general, the Project areas should be a paragraph describing to another educator what is done
in that educational subject, as it integrates into the theme. I believe you have thought of all the
necessary components, we just need enough detail for another educator to implement this in
their own classroom.
Your assessment should then look at what component of the project relates to that particular
subject and what tangible medium will be used to determine whether the students have
mastered the benchmarks you included.
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STEAM Education
Lesson Brief
I am generally impressed with the cohesiveness and depth of your plan, particularly from the
fact that you completed the online training and lesson plan on your own without a team. This
plan is close to approval, but I did put in some questions for you. Orange comments need to be
addressed, green are my suggestions.
Thanks! I look forward to your revisions. -MS
(Reviewed by GY)
PROJECT IDEA + brief notes &
supplies
Summary of Essential Concepts
Students will research the original
causes for the construction of the
Panama Canal and its impact on the
environment, as well as the current
causes and potential effects of its
expansion (SS, LA, S). Students will
model swimming through the canal
to determine how fit they would
need to be to do so and they will
calculate how much water is
consumed when they go through
the Panama Canal locks system (PE,
MA). Students will design and build
an innovative model for an
environmentally friendly canal
system (S, TE) keeping in mind how
much water is needed for vessels of
different sizes to go through the
locks. Students will build and test a
model of an environmentally
friendly canal (S, TE). Students will
evaluate each other’s designs by
gathering data that shows the
degree of environmental impact (S,
MA, TE). Students will design an
infographic to visually demonstrate
their conclusions using evidence
(FA). Students will identify and
compare music from the early
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BASIC CONCEPTS
Skill level (Grade Range): 7
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Science
Essential Concepts – Hydraulics, environmental
impact of a canal systems.
Goal / Objectives – 1 )Understand the concept of
hydraulics and how it is applied to canal systems
that work with locks. 2) Identify environmental
impact of canal system with locks.
Standards –
MS-ETS1-2. Evaluate competing design solutions
using a systematic process to determine how well
they meet the criteria and constraints of the
problem. This standard is not addressed in the
project element as it currently stands, however
your T&E section leads me to believe that you
have ideas for how students will address this
benchmark.
MS-3SS3-3. Apply scientific principles to design a
method for monitoring and minimizing the
human impact on the environment.*
MS-ETS1-4. Develop a model to generate data for
iterative testing and modification of a proposed
object, tool, or process such that an optimal
design can be achieved.
http://www.nextgenscience.org/nextgeneration-science-standards
Careers – hydraulic-mechanical engineering
technician, field crane mechanic (T&E),
environmental impact assessment specialist,
environmental consultant, biologist, ecologist,
STEAM Education
Lesson Brief
1900s and the early 21st century
(Mu) and incorporate it into their
infographic. Students will debate
and justify using evidence why their
model has the least environmental
impact (LA, S).
is better than the rest, keeping in
mind the existence of potential
competition offered by other
similar megastructures in the
region. Wow! You have done a
fantastic job of showing the overall
flow of your lesson plan. The
Summary should be about just 1-2
sentences summarizing the
essential concepts of subject on the
right. These 1-2 sentences should
include the verbs for each subject,
which you have done. Your
paragraph above is a little long for a
summary of essential concepts, but
is actually a great basic plan. I
would move a lot of this down
there in addition to your
engagement piece.
Coordinating Basic Plan
As a hook and introduction to
hydraulics, students will build a
hydraulic arm to push open the lid
of a box. Then they will learn how
the same concept of hydraulics is
used to lift heavy ships over the
continental divide that runs through
the middle of Panama in the
Panama Canal (the detail above
should stay in the basic plan – but
what you have after is almost
perfect for a summary of essential
concepts). They will research the
history, present and future plans for
the canal in order to understand the
causes that led to its construction
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botanist, water resources planner. This is a great
list!
● Project – Please first include how students will
prepare and what research they will do to be
ready to create the system. Students will build a
simple hydraulic system. How will they do this?
Out of what materials? Then they will visualize
how ships can be lifted to high elevations using
hydraulics in a canal locks system. They will
identify (how?) potential environmental impact
on a biotic or abiotic elements caused by canal
locks system that works with hydraulics.
(environmental – plants, animals, water, air –
what is the scope – how in-depth will they go?
Teams? Recording? Reporting?) They will develop
recommendations for the improvement of a
model to reduce impact.
Links:
Hydraulics:
http://www.bbc.co.uk/schools/gcsebitesize/s
cience/triple_aqa/using_physics_make_thing
s_work/hydraulics/revision/2/
Animations demonstrating how canals with
locks work http://www.pancanal.com/eng/general/howi
tworks/recorrido.html,
http://www.sciencechannel.com/tvshows/big-bigger-biggest/videos/big-biggerbiggest-constructing-the-panama-canal/
Broken link
(Constructing the Panama Canal, Engineering
on Water, Canal Lock, Expanding the Panama
Canal).
https://www.youtube.com/watch?v=tfWyBz5
bHj8,
https://www.youtube.com/watch?v=AbYXUp
ujF5k
STEAM Education
Lesson Brief
and the impact of its construction
(SS). They will calculate the volume
of water that is used, recycled and
wasted in the process of
transporting vessels of various sizes,
including small kayaks and
swimmers, through the canal (M,
PE). They will infer the
environmental impact of the canal
and design and build their own
model of an environmentally
friendly canal system that uses locks
(S, T&E). They will create an
infographic accompanied with
music from either time period to
help justify the soundness of their
canal model (FA, Mu). Students will
then write a letter to officials
recommending ways of reducing
future environmental impact (LA).
Your basic plan here is actually a
simplified version of your summary.
If you condense this a bit and
switch it with what you currently
have above, it won't take much
work to finish these!
Timing of Lesson:
All Subjects:
Weeks: Two weeks
Days: Five 45 min
periods Do you mean
5 45 min periods
across 2 weeks or
everyday for 2
weeks?
Basic Supplies:
Science
● crafts sticks
● hot glue
● hinge cubes (cube with hole)
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● Assessment – 1) Students will build a simple
hydraulic arm and explain how the same concept
of hydraulics is applied to canal systems that
work with locks. 2) They will generate a list of
potential factors that could be monitored to
determine if the canal locks system has any
negative environmental impacts. (Your
descriptions here should be above needs to
further elaborate what the students will be doing
in your project element. Then, you can reword
for the assessment to show what components of
the project element you will assess (and what
you will look for) to determine whether the
students have mastered the science
benchmarks.) For example: were students able to
recommend improvements to reduce the
environmental impact of the canal?
● Extension - +/Differentiation of content: Give advanced and/or
kinesthetic learners a more complex hydraulic
arm design to build.
Provide step by step instructions and video for
students who require more visual supports.
Technology & Engineering
● Essential Concepts – T= Hydraulics, locks systems
for canals. E= Design innovation to reduce
environmental impact.
● Goal / Objectives –Research, design, build, and
test a model of a canal system that uses locks and
use innovation to decrease the environmental
impact on the environment.
● Standards Standard 5 Technology and Society - Students will
STEAM Education
Lesson Brief
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wood skewers
cable ties
plastic syringes
vinyl tubing
videos of canal locks process
Technology and Engineering
● Legos or any other
construction materials that
are waterproof to prevent
water from spilling out
● strong glue
● hinges
● plastic boat
● water hose
● plastic tubing
● pump
Math
● water
● graduated cylinder
● ruler
Photos (these are videos): Great!
Can you also find 1-2 photos that
would show what you are expecting
from the students' projects?
https://www.youtube.com/watch?v
=wDHBXfUmaDU,
https://www.youtube.com/watch?v
=QITIv8ZRE-Q
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develop an understanding of the effects of
technology on the environment. In order to
discern the effects of technology on the
environment students in grades 6-8 will learn
that decisions to develop and use technology
often put environmental and economic concerns
in direct competition with one another.
Standard 6 Technology and Society - Students will
develop an understanding of the role of society in
the development and use of technology. In order
to realize the impact of society on technology,
students in grades 6-8 will learn that throughout
history new technologies have resulted from the
demands, values, and interests of individuals,
businesses, industries and societies.
● http://www.iteaconnect.org/TAA/PDFs/xstnd.pdf
● Careers – fluid power systems engineer,
hydraulic-mechanical engineering technician,
hydrologic engineer, hydraulic engineer,
mechanical engineer, field crane mechanic
● Project – After analyzing the pros and cons of
other designs in Science class, students will
design and build their own model of a simple
canal that uses two pairs of locks, like the ones in
the links below. Your science section does not
specifically include students analyzing pro/cons
of designs. Please add this to that section to
cover your first S benchmark. They will need to
be innovative and use their creativity to make
sure that their design minimizes any potential
environmental impact: 1) allow survival of
aquatic organisms that live in that environmental
niche, or, 2) reduce the loss of fresh water that
can be reused by the canal system and/or the
community (gray water, hydroelectricity, etc.).
Please expand to include students having an
opportunity to conduct research, plan their
STEAM Education
Lesson Brief
design, build, as well as test and redesign as
necessary. You can use a lot of what you have in
your assessment section below to do this.
Links: Panama Canal Models featuring locks
mechanismhttps://www.youtube.com/watch?v=wDHBXf
UmaDU,
https://www.youtube.com/watch?v=QITIv8Z
RE-Q
Supplies: Legos or any other construction
materials that are waterproof to prevent
water from spilling out of their design, strong
glue, hinges, plastic boat, water hose, plastic
tubing, pump.
● Assessment – Students create a design on paper
and build a model of a canal with locks based on
their design sketch. Students do a presentation of
their design to explain aspects of their design
that work and aspects that can be improved in
order for the locks to work better and to
decrease environmental impact. The way this is
written should be included in the project element
as it introduces additional activities the students
will be doing. Your assessment should determine
whether students have mastered the T&E
benchmarks you included. For assessment: Did
students include design modifications that
reduced the environmental impact of their canal?
You assessment can partially determine if the
models worked. However, you mostly want to
assess if students understand why their models
did or did not work and whether they can
describe how their model can be improved.
● Extension - +/Differentiation of process: Advanced and/or
kinesthetic learners propose improvements on
the design of the new canal locks system which is
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STEAM Education
Lesson Brief
being used in the Panama Canal expansion
project, or they propose a way to reduce impact
on freshwater and saltwater fish at both
extremes of the canal.
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Math
Essential Concepts – Volume. Water
displacement. Tonnage.
Goal / Objectives - Calculate the volume of water
consumed, recycled and wasted in a canal system
that uses locks.
Standards - CCSS.MATH.CONTENT.7.G.B.6 Solve
real-world and mathematical problems involving
area, volume and surface area of two- and threedimensional objects composed of triangles,
quadrilaterals, polygons, cubes, and right prisms.
http://www.corestandards.org/Math/Content/7/
G/B/6/
Careers – environmental impact assessment
specialist, environmental consultant,
mathematician, water resources planner,
hydrologist modeler, civil engineer, flood
modeler. While the topics covered may relate to
a variety of careers, please keep careers listed
here specific to the subject at hand – most of
these should be moved to S or T&E.
Project – Students will research the volume of
fresh water used by the current Panama Canal
system (depending on the mass of the vessel) as
well as volume of fresh water that will be
required by the new locks system once the canal
expansion project is complete. They will also
research the current volume of water
(approximate) that is wasted (i.e. released to the
ocean) at each extreme of the canal in the old
and new model. Students will calculate the
STEAM Education
Lesson Brief
volume of water that their canal model created
in T&E class uses and how much water it wastes
at each end. Students will compare the
proportional percentage of water consumed
(used, recycled, lost) by their models compared
to the old and new canal locks systems.
Excellent!
To cover the geometry part of the standards:
Students can evaluate the size and shapes of
ships and figure out the water displacement of
them. Students can also analyze the geometry
and surface area and volume of the parts of the
locks and use paper or CAD programs to draw 3D
renderings in plane and modeled views and
evaluate the geometry of pieces coming together
as well as the shapes, sizes and approximate
weights of different materials based on size.
Links:
http://www.middleschoolchemistry.com/mul
timedia/chapter3/lesson2#water_displaceme
nt
Supplies: model created in T&E class (this can
be a dangerous game to play that the math is
dependent on the T&E project getting
completed – be wary of analyzing projects
from other classes and how the timing of one
might delay the ability of the other course),
plastic graduated cylinder to measure exact
water volumes, ruler to measure dimensions
of canal model chambers.
● Assessment – Students complete a handout in
which they calculate volume of a rectangular
prism, calculate volume of a liquid in a
rectangular prism, calculate volume displacement
to figure out the mass or density of an object
floating on water, calculate change in volume as
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STEAM Education
Lesson Brief
water flows to different chambers of canal
system, and calculate volume of water lost to
the ocean in the current and new canal locks
system and in their model. Please include this
activity in your project element. Were students
able to accurately calculate the volume of water
used and wasted in the canals. Were students
able to accurately determine the proportional
percentage in water used/wasted between the
canal and their models?
● Extension - Field trip to Panama Canal locks in
Atlantic or Pacific side to appeal to visual-spatial
learners.
Measure the displacement of part of the class
and all of the class in the pool during PE. (each
member being a ship in the harbor) or simulate
this in a kiddie pool with feet.
Bobbing for apples – analyzing the displacement
of an apple bobbing (empty cargo ship) and an
apple being bobbed for (full cargo ship –
sinking…)
Language Arts
● Essential Concepts – Research and analysis of
informational text. Expository writing.
● Goal / Objectives - Write an expository essay
about the causes and processes involved in the
construction of the Panamá Canal and its
subsequent expansion.
● Standards 7. Students conduct research on issues and
interests by generating ideas and questions, and
by posing problems. They gather, evaluate, and
synthesize data from a variety of sources (e.g.,
print and non-print texts, artifacts, people) to
communicate their discoveries in ways that suit
their purpose and audience.
12. Students use spoken, written, and visual
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STEAM Education
Lesson Brief
language to accomplish their own purposes (e.g.,
for learning, enjoyment, persuasion, and the
exchange of information).
(http://www.ncte.org/standards/ncte-ira)
Research to Build and Present Knowledge:
Conduct short research projects to answer a
question, drawing on several sources and
generating additional related, focused questions
for further research and investigation.
(http://www.corestandards.org/assets/CCSSI_EL
A%20Standards.pdf)
● Careers – Grant writer, technical writer, reporter,
columnist.
● Project – Research and analysis of informational
text about the history, present and future of the
Panama Canal and write an expository essay
about the causes and processes of its
construction. Students will perform and
understand the concept better when there is an
engaging reason to write – also expand on the
parameters of the project. Consider expanding
this essay into a letter to officials. Students then
have a specific target audience and purpose for
the task. Students could also be required to
consider the environmental impacts of the
construction of the canal when first built, for the
current expansion process, and then discuss
recommendations for how to reduce impact in
the future.
● Assessment – Students write an expository essay
in which they identify the original causes for the
construction of the Panama Canal, and compare
and contrast the causes of the construction of
the canal in 1914 and the expansion in 2014, as
well as the processes involved in both
constructions. This more so summarizes your
project element rather than telling me exactly
what you will assess from the written text. What
specifically will be assessed to align with the
benchmarks? How will you group these into
rubric categories?
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STEAM Education
Lesson Brief
● Extension - +/o Differentiation of content: provide
advanced learners with higher level
reading materials (The Path Between the
Seas, Panama Fever, The Big Ditch).
Provide lower level alternative (varying
skill levels, native language text and/or
audio or visually enhanced) reading for
struggling learning impaired or second
language learners (What is the Panama
Canal). Provide videos and animations for
visual-spatial learners (The history of the
Panama Canal animated
https://www.youtube.com/watch?v=98Y
hwxSIpwI) broken link
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Social Studies
Essential Concepts – Research information on
factors that influenced the emergence of modern
America from a variety of print and non-print
sources. Prepare arguments and
counterarguments for a debate using evidence.
Goal / Objectives - Identify the positive and
negative impacts of the construction of the
Panamá Canal. Debate the pros and cons of canal
systems designed to reduce environmental
impact.
Standards Era: The Emergence of Modern America (18901930)—Progressive Reforms. Geography, People,
and the Environment. 6.1.12.B.6.a: Determine
the role geography played in gaining access to
raw materials and finding new global markets to
promote trade. I do not see this standard being
addressed in the project element. How can you
STEAM Education
Lesson Brief
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expand the project element to include this
concept?
Era: The Emergence of Modern America (18901930)—World War I. Geography, People, and the
Environment. 6.1.12.B.7.a: Explain how global
competition by nations for land and resources led
to increased militarism. I do not see this standard
being addressed in the project element. How can
you expand the project element to include this
concept?
Select and analyze information from a variety of
sources to present a reasoned argument or
position in a written and/or oral format.
(http://teachinghistory.org/teachingmaterials/state-standards/new-jersey/9)
Text Types and Purposes: Write arguments to
support claims with clear reasons and relevant
evidence. a. Introduce claim(s), acknowledge
alternate or opposing claims, and organize the
reasons and evidence logically. b. Support
claim(s) with logical reasoning and relevant
evidence, using accurate, credible sources and
demonstrating an understanding of the topic or
text. c. Use words, phrases, and clauses to create
cohesion and clarify the relationships among
claim(s), reasons, and evidence. d. Establish and
maintain a formal style. e. Provide a concluding
statement or section that follows from and
supports the argument presented.(move to ELA)
http://www.corestandards.org/assets/CCSSI_ELA
%20Standards.pdf)Careers – environmental lawyer, politician,
project manager, sociologist, anthropologist.
Project – Students will research a variety of print
and non-print sources of information to Identify,
compare and contrast the positive and negative
impacts of the construction of the Panama Canal
STEAM Education
Lesson Brief
in 1914 and during its subsequent expansion in
2014. Students will infer the positive and
negative impacts on biotic and abiotic factors
that may not be mentioned in the researched
materials. Students will prepare arguments and
counterarguments for a debate to justify future
eco friendly, student-made, canal system design
that reduces the negative environmental
impacts.
o Links:
http://www.pbs.org/newshour/updates/pana
ma-canal-helped-make-u-s-world-power/
http://www.economist.com/blogs/economist
-explains/2014/10/economist-explains-2
● Assessment – Students write a persuasive essay
for a debate in which they compare and contrast
the impacts of the construction of the Panama
Canal in 1914 and its expansion in 2014 and they
infer the environmental impact of these two
constructions. In their persuasive essay they
must form a clear arguments in favor of a specific
ecofriendly canal lock system design made in T&E
class. If students are writing an essay in addition
to the debate, this should be included in the
project element for LA as assessing an essay is LA,
not SS. If students are participating in a debate,
you can assess whether students were able to
successfully utilize evidence from a variety of
sources to support their claims, etc. based on the
benchmarks you included.
● Extension - +/o Differentiate process by allowing
advanced readers to use reading
materials at varying skill levels, native
language texts, and/or materials that are
audio or visually enhanced. higher level
reading materials, and struggling or
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STEAM Education
Lesson Brief
second language learners use videos,
animations and lower level reading
materials to do their research.
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Fine Arts
Essential Concepts – Graphic design.
Goal / Objectives - Create an infographic that
succinctly demonstrates and justifies the need for
canal system that is more eco-friendly.
Awesome!
Standards - Anchor Standard 2: Organize and
develop artistic ideas and work. VA:Cr2.3.7a.
Apply visual organizational strategies to design
and produce a work of art, design, or media that
clearly communicates information or ideas.
(file:///C:/Users/Nyasha/Downloads/Visual_Arts_
at_a_Glance.pdf) (not a public link)
Careers – Advertising, public relations, illustrator,
graphic designer, CAD, technical designer,
rendering artist
Project – Students will use the information
researched for SS and LA class to decide on an
important statistic or fact that will drive the
central theme of the of their infographic. They
will design an infographic that promotes the
need for a more eco-friendly canal system that
will include images and a rational for their own
eco-friendly designed canal models.
Links: http://piktochart.com/,
Also: Canal system itself having art level
aspects at this grade level – 2D-3D design,
CAD, perspective drawings, ergonomic
elements, aesthetics of system, visual from
space, etc.
Assessment – Students create an infographic
based on a the central argument of their
STEAM Education
Lesson Brief
persuasive essay created for Social Studies class
to help justify the design of an eco-friendly canal
system. Was the information presented in an
organized, coherent fashion?
● (Cross-list with LA & SS standards in their sections
and put *based on Art project)
● This way, any LA and SS standards that apply here
are written in their respective sections, but it
would be clear to another educator that the
standards will be addressed during the arts
activity.
● Extension - +/Differentiation of product: Allow advanced
students to create a video similar to a TEDex
video about the theme they have chosen that
can last anywhere from 10 to 15 minutes (as
opposed to a 1-2 minute infographic). Help
struggling learners by providing prompts that
will help them identify themes from their
research that they can use to guide their
infographic.
Physical Education
● Essential Concepts – Physical fitness needed to
swim a known distance.
● Goal / Objectives - Calculate physical fitness
needed to swim the Panamá Canal and infer the
environmental impact caused based on data.
● Standards Standard 3. Grade 7. Students assess and
maintain a level of physical fitness to improve
health and performance.
Standard 1. High school course 3B Aerobic
Activities. Students demonstrate knowledge of
and competency in motor skills, movement
patterns, and strategies needed to perform a
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STEAM Education
Lesson Brief
variety of physical activities - swimming.
(http://www.cde.ca.gov/be/st/ss/documents/pes
tandards.pdf)
● Careers – athletic trainer, personal trainer, fitness
specialist, athletic coach, sports management.
● Project – Students will learn about smaller
“vessels” that have travelled through the canal,
including individual swimmers like Richard
Halliburton and and the annual Ocean to Ocean
cayuco race. Students will model swimming
through the canal and calculate physical fitness
needed to swim a known distance. Students will
use the data gathered in Math class to measure
the environmental impact by checking if there is
a correlation between the mass of different size
vessels (including a human swimmer) and the
amount of water consumed during the transit
through the canal. This measurement is a great
idea, or extension even, but it is more math than
PE. Consider moving this up to your math section.
Links
http://panamainfo.com/en/panama-canalocean-ocean-regatta
http://kickasstrips.com/2012/05/swimmingthe-panama-canal/ Inappropriate title for
students.
http://spanish.panama.usembassy.gov/dia05
6.html Is this available in English?
Equipment: swimming pool.
● Assessment – Students complete a physical
fitness handout where they will calculate their
physical fitness, including aerobic fitness,
muscular strengths and endurance, flexibility and
body composition, and they will infer the
environmental impact caused by one swimmer
going through the Panamá Canal. Please include
this handout activity in your project element.
What can you assess to determine whether
students have mastered the PE benchmarks you
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Lesson Brief
included? Were students able to assess and
identify their current level of physical fitness?
Were students able to accurately demonstrate
the skills and movements needed to swim?
● Extension - +/Differentiate process by allowing non swimmers
to be in charge of recording the physical fitness
data of the swimmers, rather than have
everyone swim.
This needs a non-pool option that would have
the students use similar motions – possibly run
for a similar amount of time.
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Music
Essential Concepts – Identify and compare music
from the early 1900s and the early 21st century.
Goal / Objectives - Identify background music for
infographic created in Art class based on an
understanding of the music heard during the
time period of the construction of the Panamá
Canal and its subsequent expansion one hundred
years later.
Standards - MU:Re7.2.7b Identify and compare
the context of music from a variety of genres,
cultures, and historical periods.
(http://www.nafme.org/wpcontent/files/2014/11/Core-Music-Standards-PK8-Strand.pdf)
Careers – music producer, recording engineer,
acoustic consultant, audio engineer for videos,
digital remastering engineer, mastering engineer,
music historian, music librarian, music college
professor.
Project – Students will research the titles and/or
lyrics of music that was popular during the
construction of the canal in 1914 and its
subsequent expansion one hundred years later to
STEAM Education
Lesson Brief
understand the historical context of the times.
They will keep in mind key historical events
taking place during each construction era (early
20th century - Panama’s independence, WWI,
Roosevelt´s Manifest Destiny; early 21st century turn over of the canal to Panamá, 100 year
celebration of Canal, over a decade of the World
Wide Web.) Students will identify common and
differing themes expressed in the music of both
eras and they will select one song to use in the
infographic they will create in Art class. The
theme of the song they select must complement
(directly or indirectly) the message they are
communicating.
Links:
https://www.youtube.com/watch?v=VDY4rF
Go3GQ,
https://www.youtube.com/watch?v=Sjbjy_0
WY3g,
http://rateyourmusic.com/list/Henas/best_1
00_songs_of_the_21st_century/,
http://webapp.und.edu/dept/library/Collecti
ons/og1203.html,
● Assessment – Students will produce choose the
background music for the infographic they create
in Art class. In order to do this students will
compare and contrast music from the early 20th
century and the early 21st century, and identify
common themes found in the music from each
time period. Were students able to identify at
least 2 common themes between the music of
both time periods?
Makes me think of the Erie canal song – I assume there
are some similar ones about the Panama – there should
be some in Spanish as well that might be able to be
translated as an extension for Spanish ESL students.
● Extension - +/CC. 2013
STEAM Education
Lesson Brief
o Differentiate content for advanced
learners by allowing them to do research
on music and propaganda (images, music
and/or video) used to promote either
construction initiative.
CC. 2013
STEAM Education
Lesson Brief