Running Head: BUILDING LAYERS EXHIBIT C

Building Layers Exhibit C

Rochelle Meylink
American College of Education

BUILDING LAYERS EXHIBIT C

Building Layers Exhibit C

Name: World Religions Museum

Exhibit Title: Museum

Audience Level: Grade 5

Resources:

Outcomes:
The students will understand cultural
differences in societies
Students will gain understanding of
social systems and how it influences
individuals

iPads or computers
Apps such as Aurasma for exhibit
descriptions
Display supplies, such as paper mache,
newspaper, cardboard, etc.

The focus of this exhibit is to actually create a museum of our learning for parents to
visit. Students will have the choice of how to create a piece of artwork using either physical
materials or technology to show their learning about a certain religion or multiple religions.
Keeping in mind that religious views can be culturally sensitive, students will create a religious
celebration and invite people of different cultures to celebrate. Working with a small budget,
students will research how to plan for a celebration while still maintaining an atmosphere of
cultural sensitivity. As they budget for their expenses, they will have the chance to work with
real-life application of following a budget and making economic choices. Using their scientific
skills they will look at materials in given regions, and scout the resources that were available to
make weapons for religious conflicts. Students will be thinking critically with open-ended
questions that lead them to decide what makes an exhibit interesting.

BUILDING LAYERS EXHIBIT C

In the first part of our tasks, the students will be looking at popular museum
displays taking note of things that help lure a guest to visit the display. Students are digitally
building the foundations for their future project of creating their own museum. There are several
museums online that have posted displays of some of their most famous exhibits, along with
valuable descriptions.
In the next step students will be working on creating a budget for a religious celebration
for an assigned religion. Celebrations tend to be quite public, so this project will help students
relate the religion to social behaviors. Students will be planning a celebration on a limited
budget determined by the teacher; according to what area of the world you teach class. The
requirements will include planning for the venue, the food, the decorations, entertainment and
the necessary supplies for the ceremony. Designing an online invitation that will be sensitive to
include people from a variety of religions and backgrounds will be part of the project. Students
will be relying on their economic skills to plan an efficient yet entertaining celebration. This
project can be done in groups, so that differentiation of skills can be used to accomplish the task.
Lower level students will be able to research recipes online and explain why certain foods are
required. The average student will be able to partake in all the celebration planning including the
budget. The higher-level students will be able to compare and contrast celebration materials
between two different religious celebrations. As a class, you can also use some of this
information to bring items for the museum display as the final part of the task. In order for the
students to develop higher-order thinking skills we need to give them creative choice, problem
solving opportunities, and chances to make decisions (Yaqoob, 2012).
In the final part of the task, students will be developing their research skills and scientific
skills to look at materials in different regions of the world that helped to create weapons or even

BUILDING LAYERS EXHIBIT C

religious relics. We will use this information to find compatible materials to help construct relics
or weapons for use in our museum display.
As the final creative project, students will be thinking critically to create items to use as a
museum exhibit to share with parents and the school community. Students will have the choice
of how to create their item, either through physical construction, technology, or a visual art piece
to show their learning. A fantastic way to create exhibit descriptions is through an iPad App
called, Aurasma. With this application you can hold your iPad over a physical object or art piece
and a description of the item will pop up on your screen.
Students not only will be able to use their best multiple intelligences strategy, but also be
able to critically think through both their economic and scientific skills to complete these tasks.
The budget portion gives students real-life application along with the planning of the celebration
aspects. With so many options for being creative, students will be automatically engaged in their
learning.

World Religions-Museum
Literacies
Visual
Digital
Economic
Scientific
Critical

Content

DI Delivery

Content Level

ST AV AD Content Process Product Foundational

X X
X
X
X
X
X
X X
X
X
X
X
X
X X
X
X
X
X
X X
X
X
X
X
X X
X
X
X
X

Developmental
X
X
X
X
X

Extended
X
X
X
X
X

BUILDING LAYERS EXHIBIT C

The first step to build

foundational skills will be
to research museums
online and look at
different displays and
descriptions. Click on the
picture for a link to the
museum.

In the next step, students

will be creating a budget
for a celebration using
digital resources and
online invitations. This
connects to their economic
abilities to efficiently plan
a party.

In the final step students

will be researching
scientific materials
needed to make relics or
weapons used by
different societies. They
will be creating a
museum exhibit for a
parent and community
showing. The
description will be
created using the
Aurasma app.

BUILDING LAYERS EXHIBIT C

Building Layers
Object

Description
Sprinkles

Steamed Milk

Link
Activity
Gives an extra crunch and
Creative Project
beauty to the top
Students will create an exhibit piece to display a live
museum about world religions.
(ST) Student will create a visual display with
explanation for museum.
(AV) Student will create a display using technology.
(AD) Student will create a physical display and calculate
the costs and supplies needed to create the display.
Creates the creamy taste

Hazelnut & Steamed Provides sugary flavor

Milk
Orange Syrup &
Steamed Milk

Provides sugary flavor

Steamed Milk

Creates the creamy taste

Chocolate Syrup

Creates the sugary base

Espresso (down the Provides the caffeine and

center)
foundation

Writing Prompt (open-ended) Critical Thinking

Students will answer the question: What does religion
mean to you? What does it mean to a society?
Digital & Scientific Literacies
Students will research materials needed to replicate a
scientific discovery or weapon used by a certain religion.
Economic & Digital Literacies
Students will create a budget and list out the items
needed to celebrate.
Visual & Digital Literacies
Students can create an invitation online for their religious
ceremony, being culturaly sensitive to invite people of a
different religion.
Prepare for a Holiday
(ST) Student can find a recipe for a religious holiday
explaining why its made.
(AV) Student can prepare for a religious ceremony
including all elements.
(AD) Student can compare and contrast common
religious celebrations of 2 religions.
Digital literacies/Visual literacies:
Students will explore a local museum or the online
Smithsonian Museum paying close attention to the
display and the description.

BUILDING LAYERS EXHIBIT C

References
[Excel Ignite]. Retrieved on May 7, 2016 from https://www.enclout.com/assets/excel_20133e7309ea2dbd8944be164009d840feae.png
[Photograph of Aurasma App]. Retrieved on May 7, 2016 from http://quicktechbytm.com/wpcontent/uploads/2015/01/school-aurasma.png
[Photograph of Invitation]. Retrieved on May 7, 2016 from https://s-media-cacheak0.pinimg.com/236x/57/20/45/57204581ccc13ab74f98956990885131.jpg
[Photograph of Smithsonian]. Retrieved on May 7, 2016 from
http://naturalhistory.si.edu/panoramas/vt_desktop_screen-shot_500.jpg
Yaqoob, M. (2012). Developing Creative Thinking: Using a Cognitive Teaching Model in
Literature Classroom. International Journal Of Learning, 18(6), 71-82.