Grade: Multi Grade

01 Mar 2021

Power of the Sun

December – February

 The sun, and its energy, is essential to many of the living things on a farm and may even influence more than first meets the eye! While spending time in our Greenhouse and other winter growing areas, we will see first hand the sun at work to overcome any obstacle, like winter. 

Ohio Science Standards:

  • K.ESS.2: The moon, sun and stars can be observed at different times of the day or night.
  • 1.ESS.1: The sun is the principal source of energy.
  • 2.ESS.3: Long- and short-term weather changes occur due to changes in energy.
  • 3.PS.3: Heat, electrical energy, light, sound and magnetic energy are forms of energy.
  • 4.LS.1: Changes in an organism’s environment are sometimes beneficial to its survival and sometimes harmful.
  • 5.ESS.3 Most of the cycles and patterns of motion between the Earth and sun are predictable.
  • 6.ESS.4 Soil is unconsolidated material that contains nutrient matter and weathered rock.
  • 7.ESS.5 The relative positions of Earth and the sun cause patterns we call seasons.

NGSS Standards:

  • 1-ESS1-2. Make observations at different times of year to relate the amount of daylight to the time of year.
  • 1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted.
  • 2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow.
  • 3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
  • 4-ESS3-1 Earth and Human Activity. Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
  • 5-PS3-1 Energy. Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.
  • 5-LS1-1 From Molecules to Organisms: Structures and Processes. Support an argument that plants get the materials they need for growth chiefly from air and water.
  • MS-ESS2-1 Earth’s Systems. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
  • MS-LS1-5 From Molecules to Organisms: Structures and Processes Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
  • MS-ESS2-6. Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

Ohio Social Studies Standards:

  • Geography – Spatial Thinking and Skills: Spatial thinking examines the relationships among people, places and environments by mapping and graphing geographic data. Geographic data are compiled, organized, stored and made visible using traditional and geospatial technologies. Students need to be able to access, read, interpret and create maps and other geographic representations as tools of analysis.
  • Geography – Places and Regions: A place is a location having distinctive characteristics, which give it meaning and character and distinguish it from other locations. A region is an area with one or more common characteristics, which give it a measure of homogeneity and make it different from surrounding areas. Regions and places are human constructs.
  • Economics – Production and Consumption: Production is the act of combining natural resources, human resources, capital goods and entrepreneurship to make goods and services. Consumption is the use of goods and services.

Vocabulary:

Sun, energy, greenhouse, daylight, observation

01 Mar 2021

Arts Appreciation Series: Art Criticism

April-November

Creating and observing art is part of the human experience. Do you ever find yourself liking or disliking a work of art, but you struggle to articulate why? Have you ever thought about how our experiences in the 21st century affect the way we perceive art? Students will don the hat of “art critic” in this immersive program as we build our art appreciation toolkit. This program is easily customizable for 6th, 7th, or 8th grade arts and core standards.

All multigrade program offerings will be supported by grade-level appropriate standards, available to share upon request.

Fine Arts Standards:

  • VA.7.3RE Interpret selected artworks and synthesize their interpretations with the interpretations of others.

Ohio English Language Standards:

  • SL.6.1/SL.7.1/SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 /7/8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Ohio Social Studies Standards:

  • 7.SS.Geography.13 Geographic factors promote or impede the movement of people, products and ideas.

Social and Emotional Learning Standards:

  • SEL.A1. 2.c Explain that emotions may vary based on the situation, including people and places

Vocabulary:

painting, ceramics, Rookwood Pottery, art history, art criticism, gallery, curator, Feldman Method, description, analysis, interpretation, evaluation

01 Mar 2021

Cincinnati’s Stories

August-June

The Greenacres Arts Center shares a glimpse of Cincinnati’s rich and exciting history each season with a different local story. Join us for the day and walk away with pride for Cincinnati’s rich history, culture, and arts! Fall: Louis and Louise Dieterle Nippert, who founded Greenacres and left positive impacts all over the Queen City. Winter: Rookwood Pottery and Greenacres Arts Center’s connection to it. Spring: The history of The Camargo Hunt and Julius Fleischmann Jr., who built and lived in what is now the Arts Center.

 All multigrade program offerings will be supported by grade-level appropriate standards, available to share upon request.

Fine Arts Standards:

  • VA.4.1PEUse sensory details and descriptive language to identify and describe universal themes, subject matter and ideas expressed across arts disciplines.
  • MU.4.1RE Explain how the elements and subject matter of music connect with disciplines outside the arts.

Ohio Social Studies Standards:

  • SS.Geo.4.12 People have modified the environment throughout history resulting in both positive and negative consequences in Ohio and the United States.
  • SS.Geo.4.13 The population of the United States has changed over time, becoming more diverse (e.g., racial, ethnic, linguistic, religious). Ohio’s population has become increasingly reflective of the multicultural diversity of the United States.

Social and Emotional Learning Standards:

  • SEL.C2. 1.b Identify reasons for making positive contributions to the school and community

Vocabulary:

historical, context, environment, impact, community, Cincinnati, Rookwood, Fleischmann, Camargo, Nippert

01 Mar 2021

Art Appreciation Series: Theatre

August-June

The art of theatre incorporates skills that we all need: collaboration, listening, patience, bravery, compassion, and creativity. If your students enjoy being expressive, join us at the Arts Center for a chance to develop characters, use real scripts, and be exposed to the artful thought that goes into every aspect of a piece of theatre. Programs in the Arts Appreciation Series encourage students to practice their communication skills, particularly oral communication, through intentional opportunities for speaking about and engaging with the arts and each other.

All multigrade program offerings will be supported by grade-level appropriate standards, available to share upon request.

Fine Arts Standards:

  • TH.4.1PR Create the movement and voice of a character to convey the character’s decisions, actions and motivation.
  • TH.4.2PR Manipulate voice, movement, space, design and physical objects to communicate thoughts, feelings and ideas in both improvised and scripted activities.
  • TH.4.3RE Explain how a theatrical experience (e.g., live theatre production, film, video and media) impacts its audience.

Ohio English Language Arts Standards:

  • ELA.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Social and Emotional Learning Standards:

  • SEL.C4. 1.b Identify others’ reactions by tone of voice, body language and facial expressions

Vocabulary:

given circumstances, director, project, scenes, comedy, tragedy