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Curriculum planning chart Generative Topic (Blythe et al, 1998): Art: Science & Theory Subject: Chemistry

Concept (Students will understand") (The big idea, the "enduring understanding" [Wiggins, 1998]; a broad way of making sense of the world, or a life lesson) In both art and science, experimentation provides a means of strategic exploration, the results of which inform future experimentation Central problem / issue / or essential question (intended to "get at" the concept; the motivator) How can an understanding of the science in an art form inform our understanding of art?
3.2.6-8.B7: Understand how theories are developed. Identify questions that can be answered through scientific investigations and evaluate the appropriateness of questions. Design and conduct a scientific investigation and understand that current scientific knowledge guides scientific investigations. Describe relationships using inference and prediction. Use appropriate tools and technologies to gather, analyze, and interpret data and understand that it enhances accuracy and allows scientists to analyze and quantify results of investigations. Develop descriptions, explanations, and models using evidence and understand that these emphasize evidence, have logically consistent arguments, and are based on scientific principles, models, and theories. Analyze alternative explanations and understanding that science advances through legitimate skepticism. Use mathematics in all aspects of scientific inquiry. Understand that scientific investigations may result in new ideas for study, new methods, or procedures for an investigation or new technologies to improve data collection.

Name: Reesha Grosso


Problems to pose ("Guiding questions" or "unit questions") How is experimentation used to advance understanding in both science and art? How does experimentation contribute to the artistic process? How has chemistry altered the course of art history? How do we define artboth personally, and as a society? Chromatograph y experiment: separating the colors in waterbased markers Creating dyes from natural materials such as onions skins and beets Exploring the way that colors appear to be different under different types of light and in contrast to one another Examining the types of dye in the foods that we eat Activities:

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Assessment (How will you have evidence that they know it?) Use research skills to find out about a mediums historical and scientific nature Design a color wheel illustrating the production of secondary colors from primary colors

Facts ("The students will know") Pigments are natural coloring made from plant/animal matter All dyes/paints were made from things found in nature until synthetics were invented in the 1850s Define the Munsell color system terms: hue, value, and chroma

Skills ("The students will be able to") Students will be able to: Design and conduct an art or science experiment in order to answer a question that they have about chemistry or color theory Collect and analyze data from an experiment Critique and improve upon an experiment to yield better results Apply information gleaned from an experiment to generate more questions

Present plan for an experiment, analysis, and conclusions in an informal presentation to the class Constructive critique of the experimental plans of their classmates

Curriculum planning chart Generative Topic (Blythe et al, 1998): Art: Science & Theory Subject: Biology
Concept ("Students will understand") (The big idea, the "enduring understanding" [Wiggins, 1998]; a broad way of making sense of the world, or a life lesson) In both art and science, experimentation provides a means of strategic exploration, the results of which inform future experimentation Central problem / issue / or essential question (intended to "get at" the concept; the motivator) How can an understanding of the science in an art form inform our understanding of art?
3.2.6-8.B7: Understand how theories are developed. Identify questions that can be answered through scientific investigations and evaluate the appropriateness of questions. Design and conduct a scientific investigation and understand that current scientific knowledge guides scientific investigations. Describe relationships using inference and prediction. Use appropriate tools and technologies to gather, analyze, and interpret data and understand that it enhances accuracy and allows scientists to analyze and quantify results of investigations. Develop descriptions, explanations, and models using evidence and understand that these emphasize evidence, have logically consistent arguments, and are based on scientific principles, models, and theories. Analyze alternative explanations and understanding that science advances through legitimate skepticism. Use mathematics in all aspects of scientific inquiry. Understand that scientific investigations may result in new ideas for study, new methods, or procedures for an investigation or new technologies to improve data collection.

Name: Reesha Grosso


Problems to pose ("Guiding questions" or "unit questions") How is experimentation used to advance understanding in both science and art? How does experimentation contribute to the artistic process? How has biology altered the course of art history? How do we define artboth personally, and as a society? Fibonacci Fruit Salad: exploring the symmetries and body patterns of various fruits for evidence of the Fibonacci sequence Exploring the Golden Section by building it from cut grid paper or blocks Analyzing how symmetry affects beauty by creating images of perfectly symmetrical human faces Activities:

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Assessment (How will you have evidence that they know it?) Collage made contrasting the golden section with asymmetrical composition In class discussions analyzing patterns in art

Facts ("The students will know") The Fibonacci sequence is found in mathematics, nature, and art Symmetry is found in mathematics, nature, and art Symmetry terms: asymmetry, bilateral, radial

Skills ("The students will be able to") Students will be able to: Generate the Fibonacci sequence Explain the Fibonacci sequences relation to the golden section Identify various types of symmetry in natural forms Describe the types of pattern and symmetry used in art Design and conduct an experiment in order to answer a question that they have about symmetry or the Fibonacci sequence

Research a body symmetry and report back on it to the group (jigsaw) Create a project that explores how the Fibonacci sequence works for Makers Faire

Curriculum planning chart Generative Topic (Blythe et al, 1998): Art: Science & Theory Subject: Physics
Concept ("Students will understand") (The big idea, the "enduring understanding" [Wiggins, 1998]; a broad way of making sense of the world, or a life lesson) In both art and science, experimentation provides a means of strategic exploration, the results of which inform future experimentation Central problem / issue / or essential question (intended to "get at" the concept; the motivator) How can an understanding of the science in an art form inform our understanding of art?
3.2.6-8.B7: Understand how theories are developed. Identify questions that can be answered through scientific investigations and evaluate the appropriateness of questions. Design and conduct a scientific investigation and understand that current scientific knowledge guides scientific investigations. Describe relationships using inference and prediction. Use appropriate tools and technologies to gather, analyze, and interpret data and understand that it enhances accuracy and allows scientists to analyze and quantify results of investigations. Develop descriptions, explanations, and models using evidence and understand that these emphasize evidence, have logically consistent arguments, and are based on scientific principles, models, and theories. Analyze alternative explanations and understanding that science advances through legitimate skepticism. Use mathematics in all aspects of scientific inquiry. Understand that scientific investigations may result in new ideas for study, new methods, or procedures for an investigation or new technologies to improve data collection.

Name: Reesha Grosso


Skills ("The students will be able to") Students will be able to: Explain how a camera obscura works and how it is like the human eye Use research skills to find out about a mediums historical and scientific nature Design and conduct a science experiment in order to answer a question that they have about physics or photography Problems to pose ("Guiding questions" or "unit questions") How is experimentation used to advance understanding in both science and art? How does experimentation contribute to the artistic process? How has physics altered the course of art history? How do we define artboth personally, and as a society? Make pinhole viewers to explore how light goes into a camera aperture to flip image Examine how negatives and positives work using Sunprint paper Studentdesigned experiment using Sunprint paper to explore how photosensitive paper works Activities:

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Assessment (How will you have evidence that they know it?) In class discussions exploring how photography works Illustration of the path of light in a pinhole camera/viewer Create a poster describing pinhole viewer works for Makers Faire Research and present information about a photographic process

Facts ("The students will know") The eye works like a camera to process images Photography is a binary process: on or off, light or shadow, in pixels or paper grain White light is composed of all of the colors The color of light is determined by its wavelength A pigments color depends upon which color light it either absorbs or reflects