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Learning Activity – Visual Arts
Cycle 2
The Piggy Bank
Guide
Background Information
Title
The Piggy Bank
Guiding Question
What is a piggy bank for?
Cycle
Elementary Cycle 2
Suggested Duration
2 hours
Pedagogical Intention
To help students explore the concept of financial literacy.
Competency
Visual Arts
C1 – To produce individual works in the visual arts.
Essential Knowledge
To use personal ideas inspired by the stimulus for creation.
 Looks for an idea related to the stimulus for creation while consulting sources of information.
 Makes a sketch of his/her idea.
To use transforming gestures and elements of visual arts language.
 Uses transforming gestures that clarify his/her idea.
To share his/her creative experience.
 Shares significant aspects of his/her experience with transforming gestures and element of
visual arts language.
 Describes the important aspects of his/her experience with transforming gestures and
elements of the language of the visual arts.
Knowledge
Visual Arts
 Volume: names three-dimensional forms
 Spatial organization: names ways of
superimposition, symmetry and asymmetry
organizing
elements
in
space,
including
Illustrations

Ekomini
Page 1
Evaluation
Evaluation Rubric (Appendix C)
Required Materials




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Glue stick or adhesive tape
Hot glue (glue gun)
Paper
Paint
Recycled materials
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Summary Chart
The following chart represents four learning activities for Cycle 2. The learning activities are not
in sequential order.
Title, Description and
Concept Developed
The Piggy Bank
Using recycled materials,
students continue to explore
the concept of saving while
making a functional 3D piggy
bank.
Discipline and
Competency
Targeted
Progression of Learning
Visual Arts
Applications of Knowledge
C1: To Produce
individual works in
the visual arts.
• To use personal ideas inspired by the
stimulus for creation.
• To use transforming gestures and
elements of visual arts language.
• To share his/her creative experience.
Concept developed:
Saving
Knowledge
• Visual Arts
The Negotiator
Students explore the concept
of barter
Concept developed:
Exchange
I Equip My Team
Students explore more deeply
the concept of budgeting as
they plan the purchase of
sports equipment for a hockey
team while respecting
budgetary constraints.
English Language
Arts
To read and listen
to literary, popular
and informationbased texts
• Uses a variety of reading strategies to
make meaning of different text types.
• Uses details and evidence in the text to
infer meaning(s)
• Constructs a personal response to the
text.
Mathematics
Concepts and Processes
C1: To solve a
situational problem
related to
mathematics.
• To translate a situation using a series of
operations in accordance with the order of
operations: addition.
• To develop processes for written
computation (addition and subtraction).
• To use his/her own processes as well as
objects and drawings to determine the
sum or difference of two natural numbers
less than 1000.
• To determine the operation(s) to perform
in a given situation.
C2: To reason using
mathematical
concepts and
processes.
• To develop processes for written
computation (addition and subtraction).
• To use his/her own processes as well as
objects and drawings to determine the
sum or difference of two natural numbers
less than 1000.
• To compare natural numbers.
• Vocabulary: is equal to, is greater than, is
less than…
Mathematics
Concepts and Processus
C2: To reason using
mathematical
concepts and
processes.
• To approximate the result
• To develop processes for written
computation (addition and subtraction)
• To develop processes for written
computation (multiplication and division)
Concept developed:
Expenses
Koni Spends Too Much
Students are invited to create a
repayment plan.
Concept developed:
Expenses
Response Process
Source: Québec, ministère de l’Éducation, du Loisir et du Sport
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Overview of the Task
Using recycled materials, the student must make a three-dimensional piggy bank that can
actually be used.
Guiding Question
What is a piggy bank for?
Preparation Phase
40 minutes
Required Materials
 Teacher Guide
 Student Booklet
Procedure
 Lead a group discussion on savings.
o What are you doing to save money?
o Where do you put your savings?
o Do you have a piggy bank?
o How does it work?
o What does it look like?
o Do you think it's important to save money?
o Why?
 See Appendix A to find out how piggy banks started.
 Ask students to find out more about the ideas behind the “Piggy Bank” creation project.
 Tell students that they are going to create a three-dimensional piggy bank using recycled
materials.
 Show students examples of piggy banks made of recycled materials; discuss with them the
three-dimensionality of shapes and techniques for making objects in three dimensions.
 Ask students to identify ways of organizing design elements in space (superposition,
symmetry and asymmetry).
 Discuss the characteristics of a piggy bank they should take into consideration when they
are make their own plans: a piggy bank has to have a slot to put money in and a way to take
the money out; it has to be strong enough to support the weight of large numbers of coins; it
has to be placed on a flat surface so that it stays in balance; and so on.
 Ask students about the materials they intend to use and list them on the board.
 Ask students to bring in recycled materials so that they can make their piggy banks.
Optional Activities
 There are video programs on savings for cycle 2-level students available in VodZone
 These programs include:
o Economics: The Production, Distribution, and Consumption of Goods and Services
(15 min. 30 sec.) Grade(s): 3-5
o How Our Economy Works: All about Earning and Spending Money (18 min.)
Grade(s): K-2,3-5
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Implementation Phase
75 minutes
Required Materials
 Recycled materials (bottles, toilet paper rolls, fabric, wood, buttons, tin cans, etc.).
 Glue, scissors, newspapers, magazines, catalogues, etc.
 Student Booklet
Making Piggy Banks
 Ask students to show the class the materials they have brought in.
 Encourage students to name three-dimensional shapes (solids).
 Show examples of what can be created using the illustrations in Appendix B of this Guide.
 Distribute the Student Booklet.
 Ask students to draw a sketch of their piggy bank or to cut and paste pictures (part 1, page 2
of the Student Booklet.)
 Invite students to complete Part 2, pages 3 and 4 of the Student Booklet.
 Invite students to create their piggy banks in line with the characteristics they have
discussed in class.
 Ask students to complete the self-assessment form, Part 3, pages 5 and 6 of the Student
Booklet.
 Ask each student to share his or her creative experience with other students by describing
important steps in the production process. Point out times when they are using concepts
related to transforming gestures and are employing elements of visual language.
Integration Phase
5 minutes
 Repeat the guiding question that they were asked to consider at the beginning of the project:
What is a piggy bank for?
Enrichment Activities

Have a piggy bank sale during a school entrepreneurial project.
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Appendix A
“Piggy Banks”: Suggested Origins
Wikipedia notes that In Middle English, “pygg” referred to a type of clay used for making
various household objects such as jars. People often saved money in kitchen pots and jars
made of pygg, called “pygg jars”. By the 18th century, the spelling of “pygg” had changed and
the term “pygg jar” had evolved to “pig bank.” Once the meaning had transferred from the
substance to the shape, piggy banks began to be made from other substances, including glass,
plaster, and plastic. http://en.wikipedia.org/wiki/Piggy_bank
pourquois.com suggests that In rural areas in the eighteenth century, a container to hold
money came to be represented by a pig, which was a symbol of value. The first piggy banks
were made of porcelain; when their owners (or others) wanted to take money out, they had to
use hammers to break them.
“Legends of America” claims that as recently as a century ago a ten year-old Kansas boy
named Wilbur Chapman heard a sermon about the plight of people suffering from Hansen’s
Disease (leprosy). He decided to help a young sufferer, a boy his own age, by raising a pig and
then selling it and giving the money to the young sufferer. Wilbur followed through on his original
intention, donating $25 from the sale (a significant amount of money in those days). Wilber’s act
of generosity became well known, even sparking the “Pig Bank Movement” to help lepers. And
that’s how, in this story, the name “piggy bank” was coined.
Source: http://www.legendsofamerica.com/ks-whitecloud2.html
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Appendix B
Examples of objects made with recycled materials.
Piggy banks made with recycled materials.
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Appendix C
Evaluation Rubric
Competency 1: To produce individual works in the visual arts. Applications of Knowledge.
Observable Behaviors
Level A
Level C
Level D
Level E
The stimulus for
creation is enriched
by ideas that
demonstrate
extensive research.
The stimulus for
creation is enriched
by ideas that
demonstrate
thorough research.
The stimulus for
creation is enriched
by ideas that
demonstrate
adequate research.
The stimulus for
creation appears to
be poorly developed,
the result of
inadequate
research.
The stimulus for
creation appears to
be lacking, with no
ideas presented.
Makes a sketch of
his/her idea.
The sketches show
accurately and in
detail all relevant
characteristics related
to the theme.
The sketches show
accurately the
characteristics related
to the theme.
The sketches show
some characteristics
related to the theme.
The sketches show
few characteristics
related to the theme.
The sketches are not
related to the theme.
To use transforming
gestures and
elements of visual
arts language.
Uses transforming
gestures that clarify
his/her idea.
The completed project
demonstrates a
meticulous working of
materials, with a high
level of
craftsmanship very
well able to give
shape to ideas.
The completed project
demonstrates a
careful working of
materials, with an
above-average level
of craftsmanship
able to give shape to
ideas.
The completed project
demonstrates a
competent working of
materials, with a level
of craftsmanship
adequate for the task.
The completed project
demonstrates an
incomplete working
of materials, with a
level of craftsmanship
inadequate for the
task.
The completed project
demonstrates
unsatisfactory
working of materials,
with virtually no
trace of
craftsmanship
adequate for the task.
To share his/her
creative experience.
Describes the
important aspects of
his/her experience
with transforming
gestures and
elements of the
language of the visual
arts l.
The student can
describe in detail
his/her creative
experience, using
effectively the
subject-specific
vocabulary.
The student can
describe the
significant facts
concerning his/her
creative experience,
using subject-specific
vocabulary.
The student can
describe certain
facts concerning
his/her creative
experience, and
some insights using
subject-specific
vocabulary.
The student can
describe certain
facts concerning
his/her creative
experience.
The student describes
facts concerning
his/her creative
experience with
difficulty.
To use personal ideas
inspired by the
stimulus for creation.
Evaluation Criteria
Level B
Looks for an idea
related to the stimulus
for creation while
consulting sources of
information.
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Competency 1: To produce individual works in the visual arts. Knowledge.
Observable Behaviors
Evaluation Criteria
Level A
The student clearly
recognizes threeVolume: names threedimensional shapes
dimensional forms
to clarify his creative
idea.
Visual Arts
Spatial organization:
names ways of
organizing elements
in space, including
superimposition,
symmetry and
asymmetry
The student identifies
in detail the ways of
organizing elements
to clarify his/her idea.
Level B
Level C
Level D
Level E
The student
recognizes threedimensional shapes
to clarify his creative
idea. .
The student
recognizes threedimensional shapes
for his creative idea.
The student partially
recognizes threedimensional shapes
without clarifying
his/her creative idea.
The student does not
recognize threedimensional forms.
The student identifies
in a significant
manner the ways of
organizing elements
to clarify his/her idea
The student
identifies ways of
organizing elements
to give shape to
his/her idea
The student identifies
with difficulty ways
of organizing
elements to more or
less give shape to
his/her idea
The student does not
identify ways of
organizing elements.
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