Reesha Grosso

Unit Topic: Exploring the sciences through art & experimentation Grade level: 6-8 Stage 1 Desired Results Content Standard/Established Goals(s):
To increase students scholarly appreciation for the value of art by exploring it as a science. CC.3.5: Reading Informational Text: Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence. 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.

Understanding(s) Students will understand that: The processes in both science and art have numerous overlaps and inform one another Historical advances in art and science have contributed to the current state of technology Art can be as academic as other fields when studied in a rigorous and scholarly fashion Student objectives (outcomes): Students will know How light creates images in photography The Fibonacci sequence and that its found in mathematics, nature, and art Where to look for pattern and symmetry in both nature and art

Essential Question(s): How is experimentation used to advance understanding in both science and art? How do biology, physics, and chemistry contribute to the artistic process? How do we define artboth personally, and as a society?

Students will be able to Use research skills to find out about a mediums historical and scientific nature Display understanding of the scientific and process of photography and the composition of color Explain the Fibonacci sequence and its relation to the golden section Stage 2 Assessment Evidence Performance Task(s): Other Evidence: Drawing illustrating the path of light in a This will show that students understand pinhole camera/viewer the movement of light Extrapolate the pattern of the Fibonacci The ability to extrapolate will show that sequence from numbers found in fruit students comprehend the construction of the pattern Design of a new representation of a color wheel illustrating primary and secondary Remixing the well-known chart will get colors at their understanding of the color wheel Extract recipe for dyeing process via Shows students ability to extract salient synthesis of an informational text information and to think experimentally Stage 3 Learning Plan

Reesha Grosso
Learning Activity Look at slideshow and vote with your body- is it art or science? Classroom discussion: what is art? Objectives/Goals Get students thinking about what art is, how they define it, and what the difference is between science and art. Students will share ideas and hear various perspectives on what art means to broaden their concept of this familiar topic. Students will see that a single color is often made up of multiple pigments, and will explore how experimentation can inform art. Students will explore the body plans of fruit and will discover numbers in the Fibonacci Sequence. We will analyze these numbers for a pattern. Making a classical composition and an asymmetrical one will give students first hand experience with the psychological effects of symmetries. This classroom discussion will reveal students cultural biases to color; we will discuss other cultural understandings of color. Students will understand that symmetry often underlies beauty, but perfect symmetry can feel static and lifeless, and slight imperfections add interest. In this process, students will make their own procedure and will then see immediate results from their experiment. Students will reflect on the units explorations and their new understandings. During this thought experiment, students will consider how light and color work. After an introduction to how cameras work, students will draw something how it looks outside and inside of a camera. In class discussion will allow for comparison with student conceptions of what art means from the beginning of the unit. Formative Assessment Students will share their opinions on why something is science or art, I will take note of any who do not believe that each slide is both. Students will write in their lab sketchbooks defining what art means to them at the start of the unit. Students will write about their predictions, reasoning, and lab results Beginning Culminating

Paper chromatography

Fibonacci Fruit Salad

Classroom conversation around the emerging pattern (this may happen quickly audio record).

Collage made contrasting the golden section with an asymmetrical composition

In class discussion: what colors mean to us

Symmetry and beauty: looking at faces that have been altered to be perfectly symmetrical Extract recipe for dyeing process via synthesis of an informational text How can scientific experimentation inform art? Can you see an apple in the dark? Turn and talk

Students will write in their lab sketchbooks about which composition is more attractive. They will predict what others will think and collect data to support this hypothesis. Classroom conversation around the way that people in other cultures might react to a color differently and how (audio record). Students will make their own face symmetrical using the Photobooth app. They will predict which others will find more attractive, collecting data to support this hypothesis. Students will write their recipes, indicating what they would change in a second iteration, showing they understand experimental process. Students will write an answer to this in their lab sketchbooks. Students will write in their lab sketchbooks, which will reveal any misconceptions they have about how light works. Their drawing will reveal any misconceptions they have about how cameras/the eye work. Students will write a final essay in their lab sketchbook on the topic and if/how their opinion has changed.

Discussion of light and videos on the camera obscura What is art?