Subject Targets:

Art/STEAM, Math Connections, English Language Arts Connections, Social Studies/History Connections

Recommended Settings:

• Summer Camps
• Classrooms
• Before & After-School Programs
• Homeschools
• Out-of-School

Each Activity Guide Includes:

• Schedule
• Opening & Closing Discussion
• Step-By-Step Activity Instructions
• Topic Background & Vocabulary
• Optional Extension Activities

Curriculum Topics:

• What’s in a Name?
• Mirror Writing
• How to be a Better Observer
• Fractals
• Universal Emotions
• How to Draw a Selfie
• Emoji Story Books
• Woodpeckers
• Alligators
• 3 Perspectives in Cartography
• Ideal City Design
• Mystery Masterpiece Reveal

Reusability:

• Refill Kit Available: This product offers affordable consumable refill kits. See the materials tab for details.

Product Orientation:

• Half hour free webinar orientation for purchases of $500+
• One hour free webinar orientation for purchases of $1000+
• Additional training available for purchase

Complete Program Includes:

Complete Printed Copy Includes:

• Instructor Guide: 1
• Student Journals: 31
• How to Be a Better Observer Template: 1
• Picture Frame: 31

Complete Digital Download Includes:

Curriculum Digital Download includes: Instructor Guide only, which includes master copies of all student pages.

Refill Kit Available:

Looking to use your DaVinci Camp Enrichment Program with the next group of apprentices? This refill kit will get them up and running in no time!

• Balls of Yarn: 10
• Binder Clips (36 pack): 1
• Copy Paper (500 sheets): 1
• Feathers: 32
• Food Coloring Packs: 2
• Glue Sticks: 10
• Index Cards (100 pack): 3
• Mirrors: 36
• Roll of Paper Towels: 1
• Colored Pencils (12 pack): 10
• Paper Cups: 50
• Pencil Sharpeners: 6
• Pencils (12 pack): 3
• Permanent Markers: 36
• Scissors: 10

Habits of Mind:

16 thinking habits developed by Art Costa and Bena Kallick to empower students to succeed in a 21st-century learning environment.

• Persisting
• Managing Impulsivity
• Listening with Understanding and Empathy
• Thinking Flexibly
• Thinking about Thinking
• Striving for Accuracy
• Questioning and Posing Problems
• Applying Past Knowledge to New Situations
• Thinking and Communicating with Clarity and Precision
• Gathering Data through All Senses 9
• Creating, Imagining, Innovating
• Responding with Wonderment and Awe
• Taking Responsible Risks
• Finding Humor
• Thinking Interdependently

21st Century Skills:

A set of widely-applicable abilities essential for success in the information age.

• Creativity and Innovation
• Critical Thinking and Problem Solving
• Communication and Collaboration
• Information, Media, and Technology Literacy
• Flexibility and Adaptability
• Initiative and Self-Direction
• Social and Cross-Cultural Skills
• Productivity and Accountability
• Leadership and Responsibility

© 2019 Battelle for Kids. battelleforkids.org. All Rights Reserved. Battelle for Kids was not involved in the production of this product and does not endorse it.

Common Core State Standards for Mathematics:

• CCSS.MATH.CONTENT.4.G.A.1: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
• CCSS.MATH.CONTENT.4.G.A.3: Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.
• CCSS.MATH.CONTENT.4.MD.A.2: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
• CCSS.MATH.CONTENT.5.G.B.3: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.
• CCSS.MATH.CONTENT.6.RP.A.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.

© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

Common Core State Standards for English Language Arts:

• CCSS.ELA-LITERACY.RF.4.3.A: Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
• CCSS.ELA-READING LITERATURE.R.L.4.4: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
• CCSS.ELA-LITERACY.SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

Next Generation Science Standards:*

• NGSS MS-ETS1-3 Engineering Design
• NGSS MS-LS1-5 Growth and Development of Organisms
• NGSS 3-5-ETS1-1 Engineering Design
• NGSS 3-5-ETS1-2 Engineering Design
• NGSS 3-5-ETS1-3 Engineering Design
• NGSS 4-LS1-1 Structure and Function

*Next Generation Science Standards and NGSS is a registered trademark of WestEd. Neither WestEd nor the lead states and partners that developed the Next Generation Science Standards were involved in the production of this product, and do not endorse it.

National Core Arts Standards:

• VA:Cr1.1.4a: Brainstorm multiple approaches to a creative art or design problem.
• VA:Cr1.1.5a: Combine ideas to generate an innovative idea for art-making.
• VA:Cr1.1.6a: Combine concepts collaboratively to generate innovative ideas for creating art.
• VA:Cr1.2.4a: Collaboratively set goals and create artwork that is meaningful and has purpose to the makers.
• VA:Cr1.2.5a: Identify and demonstrate diverse methods of artistic investigation to choose an approach for beginning a work of art.
• VA:Cr1.2.6a: Formulate an artistic investigation of personally relevant content for creating art.
• VA:Cr2.1.4a: Explore and invent art-making techniques and approaches.
• VA:Cr2.1.5a: Experiment and develop skills in multiple art-making techniques and approaches through practice.
• VA:Cr2.3.6a: Design or redesign objects, places, or systems that meet the identified needs of diverse users.
• VA:Cr3.1.6a: Reflect on whether personal artwork conveys the intended meaning and revise accordingly.

Beth Schadd

Hailing from Wisconsin, Beth Schadd moved to Idaho in 2008 in search of adventure and a Master’s degree in Environmental Science and Education from the University of Idaho. As an educator, she has worked with children of all ages in the outdoors and the classroom, as well as coaching various sports.

Beth has developed experiential curriculum for science centers, museums, day camps, and outdoor programs. In 2013, she traveled to China to lead outdoor and adventure camps. Prior to moving to Idaho, Beth worked in labs studying mosquitoes and environmental health, and managed clinical trials. Though she will always be a Cheese Head at heart, she has embraced the great outdoors of the West, enjoying snowshoeing, mountain biking and backpacking, and has become an avid stand up paddleboarder.

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