Activity Introduction

Quick summary: In this lesson, students design a dream car and create an artwork to represent their ideas that will be submitted to the Toyota Dream Car Art Contest. This contest encourages and inspires creative expression and imagination in students – some amazing ideas are born from dreams! Students will explore what is meant by the term ‘natural resources’. They will investigate why we need these resources and how we can use fewer resources. Students will analyse a range of resources using a ‘See, Think, Wonder’ thinking routine designed to make students think more deeply about where some of the things we use come from and how we can look after these resources. Students will design a dream car that looks after natural resources both now and in the future.

The Toyota Dream Car Art Contest commences November 1st and ends March 1st 2019.

Learning intentions:

  • Students understand what is meant by the term ‘natural resources’.
  • Students understand how they use natural resources.
  • Students understand how we can use and waste fewer natural resources.
  • Students understand how to communicate a message through art.
  • Students will develop and practise art-making techniques.

21st century skills: 

Australian Curriculum Mapping

Content descriptions: 

Year 3 HASS

  • Locate and collect information and data from different sources, including observations (ACHASSI053)
  • Interact with others with respect to share points of view (ACHASSI059)
  • Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI061)

Year 4 HASS

  • The use and management of natural resources and waste, and the different views on how to do this sustainably (ACHASSK090)
  • Locate and collect information and data from different sources, including observations (ACHASSI074)
  • Interact with others with respect to share points of view (ACHASSI080)
  • Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI082)

Years 3 & 4 Visual Arts

  • Explore ideas and artworks from different cultures and times, including artwork by Aboriginal and Torres Strait Islander artists, to use as inspiration for their own representations (ACAVAM110)
  • Use materials, techniques and processes to explore visual conventions when making artworks (ACAVAM111)

Syllabus outcomes: GE2-2, GE2-3, GE2-4, VAS2.1, VAS2.2.

General capabilities: Critical and creative thinking.

Cross-curriculum priority: Sustainability OI.7, OI.9.

Relevant parts of Year 3 HASS achievement standards: Students locate and collect information from sources and communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms.

Relevant parts of Year 4 HASS achievement standards: Students identify the interconnections between components of the environment and between people and the environment. They locate and collect information and data from different sources, and present ideas, findings and conclusions using discipline-specific terms in a range of communication forms.

Relevant parts of Year 3 and 4 Visual Arts achievement standards: Students describe and discuss similarities and differences between artworks they make, present and view. They discuss how they and others use visual conventions in artworks. Students plan and make artworks that are inspired by artworks they experience. They use visual conventions, techniques and processes to communicate their ideas.

Topic: Biodiversity.

Unit of work: Toyota Dream Car Contest.

Time required: 120 mins.

Level of teacher scaffolding: Medium – facilitate class discussion and guide students through creation of artworks. 

Resources required: Paper measuring no larger than 400mm x 550 mm (15.7-21.7in.) or A3 in size. Butcher’s paper and scrap paper for drafting. Drawing materials, including but not limited to: coloured pencils, pens/markers, crayons, paints, watercolour paints, etc. Student Worksheets – one copy per student. Device capable of presenting a clip to the class. Access to enought internet enabled devices to facilitate small group work. Natural Resources Factsheet (one per student). Natural Resources Flashcards (one copy per two students or equipment to project). Previous contest winners.

Keywords: Dream, car, natural, resources, art, contest, Toyota. 

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

Teacher preparation

Learning intentions:

  • Students understand what is meant by the term ‘natural resources’.
  • Students understand how they use natural resources.
  • Students understand how we can use and waste fewer natural resources.
  • Students understand how to communicate a message through art.
  • Students will develop and practise art-making techniques.

Success criteria: Students can …

  • ... describe what natural resources are in their own words.
  • ... explain how humans use natural resources.
  • ... generate ideas around how we can use fewer natural resources.
  • ... plan and create artworks.
  • ... use different drawing/painting techniques.
  • ... engage in group and class discussions.

Teacher content information: The Toyota Dream Car Art Contest is a global contest held to inspire creative expression and imagination in children - some amazing ideas are born from dreams! Students wishing to enter the competition are required to draw or paint a picture of what they imagin

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Student Worksheet

Thought starter: What natural resources are cars made from?

How Do We Use Natural Resources?

View the Natural Resources Flashcards and answer the following questions:

  • What do you SEE in these images?
  • What does this image make you THINK about natural resources?
  • What does this image make you WONDER about?

Looking After Natural Resources (optional)

As a group, you will undertake research (using the Natural Resources Factsheet) into the natural resource your group has been assigned. Your task is to find three ways to help look after this resource. Record your ideas below (Note: Even though you are working in groups, each student needs to record the answers in their own words):

1.

2.

3.

Reflection

Work independently to answer the following questions:

 

1. What are two things I learnt about natural resources from this lesson?

2. What is one question I still have about natural resources?

3. Why should we look after natural resources?

4. What part of my drea

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