Create Unique Work of Art | Grade 1: E-STEAM Project 3

This project explores the idea of creating a unique work of art by moving paint using force of push and pull. It is a collaborative project to explore the concept of forces and
investigate work of Art that can also be created using the force pf push, pull, squeeze, etc.

Step 1: Project Idea

About This Project: Make It Your Own:
In the process of working for this project, they shall make links with Maths, Technology, Art,
This project aims to make students collaborate, use Engineering, Music and entrepreneur skills.
collective thinking skills, and find solution for noticing the
effect of forces on everyday life.

Driving How can we create a work of Art by using the force of push pull, push, squeeze, bend, twist?
Question

Learning Goals The learning goals that intend to be achieved through this project for various disciplines are:

Science/Environmental Education
❖ Describe push and pull as forces.
❖ Know that forces can change the direction/movement and shape of an object.
❖ Recognise that forces cannot be physically observed but are used for all daily chores.
❖ Consider safety measures that need to be taken for daily chores where force is being used.

Technology/Designing
❖ plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
❖ develop, test and refine prototypes as part of a cyclical design process.

Art
❖ Explore and mix primary colours to produce secondary colours.
❖ Produce a variety of textures using fibres, beads, grains, strings, glitter, sand and salt.
❖ Experiment with the marks, lines, shapes, textures, patterns and tones that can be made with different drawing instruments on a
range of surfaces.
 ❖ Explore and apply paint to express their ideas and concepts.
❖ Arrange visual elements in their artwork to create meaning.

Mathematics
❖ Combine amounts to make a particular value.
❖ Solve simple problems in a practical context involving addition and subtraction of money of the same unit.
❖ Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and
multiplication and division facts, including problems in contexts.
❖ Calculate mathematical statements for multiplication and division within the times table and write them using the multiplication
(x) and division (–) and equal (=) signs.

Entrepreneur Skills

❖ Define the word Entrepreneur.

❖ Experience what it is like to be an entrepreneur.
❖ Understand that businesses need to have a plan in order to be successful.
❖ Understand how to make profit when you have top pay back money borrowed for materials.
❖ Understand the importance of creating a product that is different from others.
❖ Reinforce and develop brainstorming techniques regularly used by entrepreneurs for more focused and in-depth idea generation
❖ Understand the importance of pitching for entrepreneurs
❖ Work on feeling comfortable speaking in front of a group of people.
Music
❖ Write simple lyrics using the rhyming words to a famous tune.
❖ Examine and incorporate dynamics while singing.

Project Students explore and investigate forces in real life and use it to create unique work of Art. They use paint and variety of tools to create
Summary work of Art. The students are the artists who choose and decide the mode of force that they want to use whether it is through push, pull,
squeeze, roll, bend, twist, stretch, or squash. They choose colours, the tool through which they would like to create their work of Art.

Students have a choice of whether they want to create their own work of Art of a collective work of Art (where each student/artist
contributes to creating their piece of art). In both cases they still have to work in groups of students that intend to follow a similar idea (in
terms of the force applied and the tools used) so that they may support one another. Each child/group of children will create a work of

Beaconhouse School System – Class 1 – E-STEAM Project 3

 Art which is unique and different from the rest. It is an original piece of work.

Later they write their business model, create the poster which contains their pitch, test out their entrepreneur talk and pitch and finally
on a culmination day sell their piece of Art.

Major Individual Products Team Products

Product(s)

❖ Provide ideas for the design, contribute help and ❖ Collaborate and offer ideas for the type of force and the tools
cooperation to other students/group of students in that they would like to use in creating their piece of Art.
creating the piece of art. ❖ Support each other and their group members while buying
❖ Share responsibility of designing, drawing, working on materials and resources from a make-believe shop for their
computer, searching and pool in ideas for the final piece of Art.
work of Art. ❖ Support each other in writing a business model and working
❖ Coordinate in terms of time and materials for the out the cost and the profit that they want to make.
creation of the piece of Art. ❖ design a poster to be used in their advertisement. Use
❖ Take consent for photographs and create an album of Brainstorming and Brainwriting skills to generate ideas for the
evidence in terms of planning and preparing for the poster. The poster also needs to contain a pitch for their
product: piece of Art. product. They may refer to the pitching tips that they learnt
❖ Write a journal entry at each milestone. from the pitching checklist and tips handout in the previous E-
❖ Write their business model. STEAM project 1.
❖ Buy materials and work out the cost for the materials ❖ Take photographs/ videos of their group members as they
and the sale price of their piece of Art. work to create their piece of Art.
❖ Contribute towards creating a pitch for their piece of ❖ Maintain a journal of all their activities. Note their
Art. observations and findings from their work towards creating
❖ Contribute ideas towards creating a poster for their the piece of Art.
product. ❖ Support each other and provide positive feedback on the pitch
created by their fellow students/peers.
❖ Create their advertisement in the form of a poster
❖ Sing a song about ‘entrepreneurs.
and pitch for their product to a group of peers.
❖ Sing and learn the lyrics of the ‘entrepreneur’ song.

Making It ❖ Hold Culmination Day, an ‘E-STEAM Art day’ where students share their experiences of creating their piece of art and selling it to
Public the intended buyers.

Beaconhouse School System – Class 1 – E-STEAM Project 3

 ❖ On this culmination day the evidence to be shared includes: photographs/videos, their business model, journal entries, posters,
song, and their product.

Key Project ❖ Push and pull yarn and marble – from the link - https://youtu.be/cCRNO7CWCVY?si=RKR9cCUqmWk-q-zw
Documents ❖ String Painting – from the link - https://onelittleproject.com/string-paint-art/
❖ Push and Pull Technique with swipe and string – from the link - https://youtu.be/4ycxpQc_dEU?si=R3ejr_19uRjPFtnB
❖ Swirl Technique for creating circular, tree ring like pattern - from fluid paint from the link -
https://youtu.be/UWzzNmF2a_8?si=phxEmwaWBeb6CMbU
❖ Comb and Swirl Technique with fluid acrylic paint - from the link - https://youtu.be/_DTw7pY86xo?si=8W9hdksD5vUAI09w
❖ Pouring like painting using push and pull – from the link - https://youtu.be/aZQrdP3KH0E?si=fgSVXUDQDOKzmnhI
❖ Paint using the swipe method – from the link - https://youtu.be/9dcrHFiLaXg?si=I9tWIOYVcEevbGRl
❖ Acrylic pouring method – from the link - https://youtu.be/Tbk1wTwmlv8?si=qRiK9tqhbiSyx_89
❖ Flip, drag with negative space – from the link - https://youtu.be/ydeVudv6vF4?si=bexzFG0_wTzjBs8k
❖ Variety of videos using push, pull, swipe, bend, twist videos for creating art – from the link -
https://www.youtube.com/watch?v=Tbk1wTwmlv8
❖ How to paint with marbles – from the link - https://youtu.be/jsaPzXddKSg?si=eXODl-5P118YzbTI
❖ Fluid Painting – from the link - https://youtu.be/cVHK86XkKew?si=BVboWE8eatuKyoDT
❖ Fluid painting – from the link - https://youtu.be/cVHK86XkKew?si=C1WsPCVuNwXaCEmK
❖ Variety of videos using fluid painting with push, pull, swipe – from the link - https://www.youtube.com/watch?v=cVHK86XkKew
❖ Entrepreneur Skills (Venturelab)
▪ Kid President – How to be an Inventor from the link - https://youtu.be/75okexRzWMk?si=PYVeapzuIoJLLXrH
▪ Handout – The Entrepreneur Song mp3 file (containing the lyrics).
▪ Unit 2 (Activity 2) – Handout The Entrepreneur Song.
▪ Unit 6 (Activity 1) – Handout Business Model
▪ Unit 6 (Activity 1) – Instructor’s Use Business Model Handout
▪ Video: Biz Kids: Crash Course on Starting a Business from the link - https://youtu.be/kB7bGNBPaCM?si=BqzLWiOQ1AtWxSnB
▪ Unit 7 (Activity 1): Handout - Pitching Checklist and Handout
▪ Unit 7 (Activity 2): Handout – Strange Object Cards and Audience Cards
▪ Unit 7 (Activity 2): Handout – Pitching Template.
❖ Project Rubric – Provided at the end of the document.

Beaconhouse School System – Class 1 – E-STEAM Project 3

Step 2: Project Path Overview

About This Section: Make It Your Own:

1. The left-hand column outlines the major milestones that tells the ● Consider Alignment: If you make changes to the learning process,
“story” of the project. goals, driving question, or product or output, please ensure that you
2. The middle column addresses the questions students will be engaged adjust the learning experiences to align with these changes.
in answering during each milestone– many of these questions will be ● Consider Your Students: Consider learning experiences and scaffolds
generated by students during the Project. that will engage, challenge, and support your learners?
3. The right-hand column outlines the learning experiences that ● Consider Your Context: Connect the learning experiences in this
students will engage in at each milestone as they answer each project with resources and challenges in your own community.
question and grow in relation to the project learning goals. ● Consider Your Content: Emphasise upon learner-centered
instructional materials and practices you already like to use to teach
this content, and devise engaging ways to incorporate those into your
project.

Project Launch (Approximately 40 – 45 minutes OR half a period)

Milestone Anticipated Student Need to Know Learning Experiences (Lessons, Activities, and Scaffolds)
Question

Entry event: Reinforces forces learnt ❖ What happens to an object Teacher helps students:
so far such as push, pull, swipe, when we bend it?
squash, bend, twist, drag, squeeze, ❖ Reinforce forces and elicit the types of forces used to move objects
roll, stretch. ❖ What happens to an object or change their shapes.
when we push it?
❖ What happens to an object ❖ Become aware of the project.
when we pull it?
❖ View supporting guideline and videos to understand the work of
❖ What happens to an object art to design and create.
when we twist it?
❖ Divide class into groups and ask each group to support each other
❖ What happens to an object (if making individual picee of Art/pair/trio) in finalizing the
when we swipe it? materials for creating a unique piece of Art, writing a business
model, creating a unique piece of art, developing a poster including

Beaconhouse School System – Class 1 – E-STEAM Project 3

 ❖ What happens to an object their pitch, pitching in front of group and eventually to parents and
when we squash it? general public.
❖ What happens to an object The Mathematics teacher in Maths lesson supports students in:
when we stretch it?
❖ What happens to an object ❖ Reinforcing the concept of addition and subtraction of money,
when we roll it? multiplication and division and writing mathematical statements for
multiplication and division.
❖ What do you think would
happen to paint if we The Art teacher in Art lesson supports students in:
drag/swipe/push/pull it?
❖ Explore paints and other materials that they have decided to use
for creating their unique piece of Art.

The Music teacher in his/her Music lesson supports students in:

❖ Reading and learning the lyrics of the ‘entrepreneur song’.
❖ Examining and incorporating dynamics while singing the song.
❖ Re-write the lyrics using rhyming words for the ‘entrepreneur song’.
❖ Optional: Creates a new entrepreneur song

Build Knowledge and Develop & Critique

(Approximately 2-3 hours individually) and (3 – 4 periods collectively in class)

Milestone Anticipated Student Need to Know Learning Experiences (Lessons, Activities, and Scaffolds)
Question

Working collaboratively (in ❖ What force/s does the Students will:

groups/pairs or individually: moving paint, cardboard/ ❖ read and understand the requirements by exploring and going over
pendulum/ magnet/ plastic the guidelines/videos provided in the supporting resources and
❖ research, browse for more balls/ squeegee etc utilize in guidelines below.
ideas and finalise the strategy creating the unique work of
for creating their piece of art. art? ❖ Share, collaborate, introduce new ideas and finalise the work of art,
and resources that would be used. also decide whether they would
❖ Experience what it means to like to work individually or in various forms of grouping such as pairs,
be an ‘Entrepreneur and trios and groups.
Beaconhouse School System – Class 1 – E-STEAM Project 3
 ‘entrepreneurship’. ❖ Does the rate of force (slow
or fast) affects the overall ❖ Predict or think about what might happen? What challenges may be
❖ Design a business model for work of art? faced? Allocate responsibilities/roles (if required)
the product that they would
❖ What force makes the paint ❖ Experience ‘Activity 1 – Writing a Business model’ from the Unit 6:
be creating.
drip down? Business Model. Ask pertinent questions from the teacher and
❖ Buy materials and create their ❖ What force makes the paint manage the tasks assigned in the activity.
unique piece of Art. swipe and move around?
❖ Experience buying materials from a make-pretend shop in ‘Activity 2
❖ Create a pitch for their ❖ What kind of patterns have from Unit 6: Business Model’ organized and managed by the teacher
you noticed when only the following the guidelines given in the ‘Venture lab’ unit 6.
product and the
force of push is used to
advertisement to be used ❖ Choose the resources through which they would like to create a
create work of art?
during the culmination day to unique abstract work of art.
promote and attract ❖ What kind of patterns have
customers; you noticed when only the ❖ Decide to work in groups/pairs/trios or individually based on their
force of pull is used to interest.
❖ Create a poster for their create work of art?
product during culmination ❖ Ideate, plan and write their business model for their product ‘a unique
❖ What kind of patterns have piece of Art’. Involve Maths teacher in writing and fine tuning their
day. you noticed when both the business model.
force of push and pull is
used to create work of art? ❖ Become aware of the essential questions that need to be answered
❖ What happens if the through the designing, completion of the work of art (as provided by
cardboard/pendulum/ the teacher).
. magnet and metal/plastic
❖ Create their Work safely with others and on their own.
balls/broom, squeegee,
sponge etc use force gently
❖ Observe and modify and make changes/improvements.
or forcefully?
❖ Does the direction in which ❖ Record what happens using various relevant print and media
the push and pull forces are measures.
being utilized affect the
overall design of the work of ❖ Explore and find answers to essential questions.
art?
❖ Assess and evaluate their paintings and its design.
❖ What happens to the design
and the amount of force ❖ Consolidate their findings and answers to the thinking questions.

Beaconhouse School System – Class 1 – E-STEAM Project 3

 required when you use a
small to a large cardboard ❖ Design a pitch for their product. Experience ‘Activity 2’ from the unit
rectangle/ball/magnet and 7: Pitching organized and managed by the teacher.
metal pieces/broom etc?
❖ In groups, start planning for the design of the poster to be used in
❖ Why do we use dynamics in their culmination day while selling their unique piece of Art. Together
singing or playing music? in their original groups, use Brainstorming and Brainwriting skills
(learnt in the previous E-STEAM project) to generate ideas for the
poster. Add the pitching for their product. Ask them to refer to the
pitching tips that they learnt from the pitching checklist and tips
handout.

❖ During Art period, coordinate with their Art teacher to work on the
poster. Complete the poster by using the ideas that they have thought
about for the poster.

❖ Assess and evaluate their work of art and modify their business model.
Take support from their Maths teacher for revising their business
model.

❖ In groups, students during their Music period, go over the words of

the ‘Entrepreneur’ song and re-write lyrics in collaboration with the
Music teacher.

❖ Note: They may choose to write a song of their own on ‘Entrepreneur’.

Again, using Brainstorming and Brainwriting skills to generate ideas for
the song. They may add the song to their poster or develop lyrics for it
to sing it on the culmination day.

Students to the entire class and ❖ What does the painting look Students will:
teacher: like or remind you of?
❖ present paintings and findings to essential questions (in relation to
❖ Present their unique piece of ❖ What modifications can be forces).
Art, made to work of art?
❖ describe what happened and possible reasons for why as well as their
observations of what happened.
❖ Present poster, business
model and pitch for their ❖ define modifications to their work of art.

Beaconhouse School System – Class 1 – E-STEAM Project 3

 unique piece of Art. ❖ Pitch for their work of Art

❖ share their business model and take feedback on it. If required adjust
and make modifications to the business model in terms of profit and
sale price that they would like to assign to their unique piece of Art.

❖ Provide constructive feedback to one another on the pitch, poster and

piece of Art price to prepare for the culmination day.

❖ Receive feedback from the ❖ What modification would Teacher will:

teacher. you like to make to your ❖ ensure that students cater to all three aspects mentioned above in
pitch and sale price of the their presentation.
piece of Art. ❖ Ensure peer assessment is provided to each group in the form of
written feedback (as mentioned below) by remaining groups.
❖ What have you found out
about: ❖ Give a short feedback herself highlighting their strengths in relation to
explaining about the forces and one area for development.
- Forces (increasing
❖ Ensure that short clips of each presentation and work of art is
forces, small push/pull),
developed.
- relationship between
force/s employed and
the design created.

- relationship between
forces and the size of
the resource used.

❖ How would you rate your

learning about different
types of forces while finding
answers to your essential
questions?

❖ What would you do

differently or to improve
your findings?
Beaconhouse School System – Class 1 – E-STEAM Project 3
 Present Products (1-2 hours)

Milestone Anticipated Student Need to Know Learning Experiences (Lessons, Activities, and Scaffolds)
Question

Hold a Culmination Day ❖ How can we share our ❖ Gather and display the photographs and accompanying videos in a
efforts with others? gallery space.

❖ Welcome guests to the “Gallery of ‘Our Unique Piece of Art” grand

opening, and guide visitors around the gallery space.

❖ Act as an artist and showcase their unique piece of Art. Ensure poster/
photographs/videos of their campaign, business model, song is all
available for buyers to view and comment.

❖ Sell their piece of Art to the best buyer.

❖ Teams stand next to their work to share information about their

community answer questions from the guests.

Resources
Books, videos and other resources ❖ Push and pull yarn and marble – from the link - https://youtu.be/cCRNO7CWCVY?si=RKR9cCUqmWk-q-
zw
❖ String Painting – from the link - https://onelittleproject.com/string-paint-art/
❖ Push and Pull Technique with swipe and string – from the link -
https://youtu.be/4ycxpQc_dEU?si=R3ejr_19uRjPFtnB
❖ Swirl Technique for creating circular, tree ring like pattern - from fluid paint from the link -
https://youtu.be/UWzzNmF2a_8?si=phxEmwaWBeb6CMbU
❖ Comb and Swirl Technique with fluid acrylic paint - from the link -
https://youtu.be/_DTw7pY86xo?si=8W9hdksD5vUAI09w

Beaconhouse School System – Class 1 – E-STEAM Project 3

 ❖ Pouring like painting using push and pull – from the link -
https://youtu.be/aZQrdP3KH0E?si=fgSVXUDQDOKzmnhI
❖ Paint using the swipe method – from the link - https://youtu.be/9dcrHFiLaXg?si=I9tWIOYVcEevbGRl
❖ Acrylic pouring method – from the link - https://youtu.be/Tbk1wTwmlv8?si=qRiK9tqhbiSyx_89
❖ Flip, drag with negative space – from the link - https://youtu.be/ydeVudv6vF4?si=bexzFG0_wTzjBs8k
❖ Variety of videos using push, pull, swipe, bend, twist videos for creating art – from the link -
https://www.youtube.com/watch?v=Tbk1wTwmlv8
❖ How to paint with marbles – from the link - https://youtu.be/jsaPzXddKSg?si=eXODl-5P118YzbTI
❖ Fluid Painting – from the link - https://youtu.be/cVHK86XkKew?si=BVboWE8eatuKyoDT
❖ Fluid painting – from the link - https://youtu.be/cVHK86XkKew?si=C1WsPCVuNwXaCEmK
❖ Variety of videos using fluid painting with push, pull, swipe – from the link -
https://www.youtube.com/watch?v=cVHK86XkKew
❖ Entrepreneur Skills (Venturelab)
▪ Kid President – How to be an Inventor from the link -
https://youtu.be/75okexRzWMk?si=PYVeapzuIoJLLXrH
▪ Unit 2 – The Entrepreneur Song mp3 file (describing the lyrics)
▪ Handout – The Entrepreneur Song Lyrics
▪ Unit 6 (Activity 1) – Handout Business Model
▪ Unit 6 (Activity 1) – Instructor’s Use Business Model Handout
▪ Video: Biz Kids: Crash Course on Starting a Business from the link -
https://youtu.be/kB7bGNBPaCM?si=BqzLWiOQ1AtWxSnB
▪ Unit 7 (Activity 1): Handout - Pitching Checklist and Handout
▪ Unit 7 (Activity 2): Handout – Strange Object Cards and Audience Cards
▪ Unit 7 (Activity 2): Handout – Pitching Template.
❖ Project Rubric – Provided at the end of the document.

Additional/Supporting Resource – Example 1: Explore forces used by moving paint through a rectangular cardboard in creating a unique
Example 1 abstract work of art.
Resources required: white cardstock paper; tape, tray, small sized cardboard
rectangles, paint.
Directions:
1. Tape your paper to your tray.
2. Dip your cardboard rectangle into the paint.
3. Push and pull the cardboard rectangle on your canvas to create a unique
design.
4. Experiment with different sizes of cardboard.
5. Repeat with other colors until you’re satisfied with your design.
Beaconhouse School System – Class 1 – E-STEAM Project 3
 Additional/Supporting Resource – Example 2: Explore forces used by dripping paint on a canvas to create a unique abstract
Example 2 work of art.
Resources: White Foam board or Cardboard, Liquid Watercolors, Pipette or Eyedropper,
Drop cloth.
Directions:
1. Prep your workspace with a drop cloth. Prop your board against a table or easel.
2. Use a pipette or eyedropper to drip the paint at the top of your board.
3. Notice What happens to the paint?
4. Experiment manipulating the drips by turning the board as the drips run down.
5. Notice What happens to the paint if you turn the board?

Additional/Supporting Resource – Example 3: Explore forces used by a magnet and metal pieces in creating a unique abstract work of art.
Example 3 Resources: Small metal objects, Magnet, Cardstock Paper, Taper, Washable Paint, Tray
Directions:
1. Tape piece of white paper to the cookie sheet (cake making tray).
2. Place small metal objects on the white paper and place the magnet on
the underneath side of the cookie sheet.
3. Experiment with moving the metal objects around the paper with the
magnet.
4. Place a small squirt paint on the paper and use the magnet to move the
objects through and around the paint.
5. Try moving the objects fast, slow, across the page or in circles.

Additional/Supporting Resource – Example 4: Explore forces used by a swinging pendulum in creating a unique abstract work of art.
Example 4 Resources required: Foam or paper cup, Scissors, String, Tape, 2 Chairs, Broom, Large Paper (a roll of brown craft
paper), Plastic Tablecloth or other drop/mop cloth.
Directions:
1. Prep the workspace by covering the floor with a drop/mop cloth. Prep the pendulum by poking a hole in
the bottom of the paper cup and one hole on each side of the cup underneath the rim. Tie a piece of
string through the two holes on the side of the cup creating a handle for the cup. (refer to the image)
2. Place the broom horizontal across between the two chairs and slide the string tied cup to the middle of
the broom. (refer to the image)
3. Before adding paint to the cup, test your pendulum with water. This is an easy way to make sure your
work space is covered before adding paint. It also allows your artist time to experiment with swinging
the cup.

Beaconhouse School System – Class 1 – E-STEAM Project 3

 4. Once the child is ready, place a piece of tape covering the bottom hole of the cup and fill the cup with a
mixture of washable paint and water. It may depend on the thickness of
your paint but its best to use a 2:1 ratio, 2 parts paint to 1 part water. Roll
out and place your paper underneath the pendulum.
5. Remove the tape and swing the cup. Use push and pull forces. Observe
what patterns the pendulum creates on the paper.
6. Let the painting dry completely.
7. Experiment with different timing of swinging the cup, different lengths of
string, or lowering and raising the cup.

Additional/Supporting Resource – Example 5: Explore forces used by dripping, dabbing, smearing, or flinging paint on a canvas to create a unique
Example 5 abstract work of art.
Resources: Small size plastic balls, Washable Paint, Plastic Bag, Water, Shallow Box (Cardboard or Plastic), White
Card Stock Paper.
Directions:
1. Place white paper inside a shallow cardboard or plastic box.
2. Pour a few squirts of paint into the plastic bag along with a splash of water.
3. Add plastic balls to the plastic bag of paint and smoosh the plastic balls around so
that they are covered in paint. *This may be obvious but please ask children to
wash hands and not to touch their faces or mouth after placing them in the
paint. Adult supervision is recommended.
4. Drop the plastic balls on to the paper. Splat!
5. Roll the plastic balls side to side inside the box to create your work of art.
6. Repeat with more colors if you wish.
7. Try adding in different sized round objects (plastic balls, golf balls, wiffle balls, anything round that you
can later wash).

Additional/Supporting Resource – Example 6: Explore forces used by dripping, dabbing, smearing, or flinging paint on a
Example 6 canvas to create a unique abstract work of art.
Resources: Drop cloth, Liquid Watercolors, Canvas, Household materials (broom, large
sponge, squeegee, paint roller).
Directions:
1. Prep the area by laying down a drop cloth. Use an old (but clean) shower
curtain. Place canvas in the middle of the drop cloth. Gather painting materials.
2. Pour the paint directly onto the canvas and to use the provided materials as
paint brush.
3. The broom could be big hit as It creates a brand new way to make marks.

Beaconhouse School System – Class 1 – E-STEAM Project 3

 4. The squeegee could also be a popular tool as it scraped the paint away,
leaving a faded design behind on the canvas.
5. The mop sponge may give an interesting texture to the paint.
6. Prompt thinking through open-ended questions such as “How can you make
marks in a new way?”

Beaconhouse School System – Class 1 – E-STEAM Project 3

 Create a Unique Piece of Art - Grade 1 Rubric (Teacher)
Note to Teacher. This sample rubric is aligned to the attainment targets in this project (see Learning Goals section of planner). Before implementing the
project in your classroom, be sure to review your SOW attainment targets and revise the rubric accordingly. You may also wish to leverage assessment
tools you already use (e.g., observing, checklists etc) to support the learning experiences in this project. Create a routine whereby you monitor and
assess how students Individually and in groups are progressing. Reward marks to each descriptor as per your discretion.
Throughout the project, use the rubric with students to capture evidence of their growth and needs related to each learning goal.

Feedback Developing Meets Expectations Advanced

Record any additional feedback to If the performance exceeds
help the team improve. expectations, how does it do so?

Describe push and With prompting and support, Can describe push and pull as
pull as forces. can describe push and pull as forces.
forces.

Explain that forces With prompting and support, Can explain that forces
can change the can explain that forces change the
direction/movement change the direction/movement and
and shape of an
direction/movement and shape of an object.
object.
shape of an object.

Recognise that forces With prompting and Has actively applied

cannot be physically support, can the knowledge about
observed but are recognise and apply forces to all daily
used for all daily the knowledge of chores and in
chores like creating a forces for all daily creating a [piece of
piece of Art. chores and in Art.
creating a [piece of
Art.
Beaconhouse School System – Class 1 – E-STEAM Project 3
 Explore and apply paint and With prompting and support, Has actively applied paint to
arrange visual elements to can apply paint to express express their Ideas and
express their ideas and their Ideas and concepts. concepts.
concepts.
With promoting and support, Has actively arranged visual
can arrange visual elements elements to express their
to express their Ideas and Ideas and concepts.
concepts.

Solve simple With prompting and support, Has actively solved simple
problems in the can solve simple problems in problems in the practical
practical context of the practical context of context of writing their
writing their business
writing their business model business model involving
model involving
addition and involving addition and addition and subtraction of
subtraction of money subtraction of money to money to make a particular
to make a particular make a particular value. value.
value.

Solve problems With prompting and support Has actively solved problems
involving can solve problems involving involving multiplication and
multiplication and multiplication and division in division in the context of
division in the
the context of writing their writing their business model.
context of writing
their business model. business model.

Beaconhouse School System – Class 1 – E- STEAM Project 3

.
Create a Unique Piece of Art - Grade 1 Rubric (Student)
Name:

I can define the concept.

Not yet With help By myself

I can make a product inspired by my findings that explains the concept.

Not yet With help By myself

I can give a suggestion inspired by my findings that elaborates on the concept.

Not yet With help By myself

I can learn about the topic and describe what I have learned.
Not yet With help By myself

I can organize and present my work with my partner.

Not yet With help By myself

I can describe what I learned and how I have grown.

Not yet With help By myself

Adapted from: © 2023 Buck Institute for Education. Educators are permitted a limited, revocable license to use, including modification, in non-commercial classroom
applications.

Beaconhouse School System – Class 1 – E-STEAM Project 3