Reesha Grosso

Lesson Plan One

Art: Science & Theory Unit Introduction: Defining art and exploring color through chromatography Goals/objectives: Students will develop a personalized working definition of art. Students will become familiar with lab sketchbooks. Students will understand that the unit is an exploration of the intersection of art, science, and experimentation. Students will understand how paper chromatography works (at their grade level) and will be able to carry out and explain a lab procedure on color composition. Standards:
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.

Materials and Preparation: 10 Non-permanent markers (including primary colors, secondary colors, black and brown) coffee filters (cone style), cut into 1x3 strips pencils plastic cups paper towels 3x5 cards clothespins Lab sketchbooks How to use lab sketchbooks handout (see addendum) Candy Chromatography handout (see addendum) Classroom Arrangement and Management Issues: The classroom will be arranged in a horseshoe shape to allow for conversation and idea sharing and to leave room for students to gather materials and vote with their bodies during Art or Science?. Materials will be stationed on a table in front of the room so that I can easily pass them out. The room has a sink and a SMARTboard. This lab does not contain any dangerous materials, so students will not need goggles or gloves. The class is made up of 6th, 7th, and 8th graders, so some class time will be devoted to introducing them to one another and ensuring cross-grade pairings for think-pair-share. Additionally I will make an effort to differentiate instructions for 6th graders and to invite them into conversation. Class size will be small (~15 students) and the lesson will be dynamic, so I am not anticipating many management issues.

Reesha Grosso Plan (80 minutes):

Lesson Plan One

Introductions (10 min) I will introduce myself to students, and they will introduce themselves to the class sharing their name, grade, and something that they find beautiful in science. Students will make 3x5 card nametags for the first class and to label unit experiments. Icebreaker (5 min) Images will be displayed on the SMARTboard and students will decide if its art, science, or both. They will vote with their bodies, on the left side of the room for art, right for science, and center for both. Students will be randomly called on to defend their stance. Intro to Lab Sketchbooks (5 min) The purpose of lab sketchbooks will be explained. Students will be encouraged to fill them with ideas and drawings outside of their lab reports. Students will be instructed to write table of contents and their name on lab sketchbooks Pre-assessment (15 min) Students will write in response to the prompt what is art?, then share with the person sitting next to them and with the group as a whole. Class discussion on the benefits of experimentation to science (an idea they are familiar with). Ask students to extrapolate on benefits of experimentation to art. How can the lab sketchbook be used to support these concepts? Intro to Color Theory (10 min) Check in with students on meanings of primary, secondary, and tertiary colors: composition. Mini-lesson on hue, chroma, and value using Munsell Color System. Chromatography Experiment (30 min) Introduce paper chromatography and explain the mechanics of capillary action. Have students mark two strips of filter paper with spots of marker, label in pencil. Ask students to write predictions in their lab sketchbooks. Have students place strips in cups with water, then set aside for 10-15 min. Discuss how color works by reflecting the visible light. Explain black & white. Introduce homework- candy chromatography. We will guess which candy next class period. End experiment by removing strips from cups. Have students analyze results and compare to their predictions. Give all students a chance to see each others successful color separations. Cleanup and Closure (5 min) Place strips on a paper towel to dry so they can be glued into the lab sketchbook later. Instruct students to empty all liquids into the sink and place all materials on the tray on the front desk.

Reesha Grosso

Lesson Plan One

Assessment of Goals/Objectives Listed Above: Students will define art in their lab sketchbooks and will share ideas in group conversation. I will observe students discussing the benefits of experimentation to science and art. Students will write up both paper and candy chromatography lab in their lab sketchbooks explaining the procedure, their predictions, the outcome, and explaining any differences between predictions and outcome. Anticipating students responses and your possible responses: If students are not listening to one another, I will remind them to listen respectfully and to encourage one another to share ideas and opinions. If the noise level in the room increases during the lab, I will ask students to bring it to a 2 (they are familiar with this code, which means only the person next to you can hear your voice). If students are off task, I will count down from five as their teachers do (all TPS classes use Developmental Designs), then explicitly reminding them of our goals and my expectations. Accommodations: If students finish writing early I will check in with them and give them a higher-level or more thought provoking question. The class is small but diverse; if individuals are struggling I will have the time to work with them while others are completing writing prompts or pair-sharing. Resources: Slideshow of photos of art/science, and images of the color wheel and the Munsell Color System which will be on the class website. Students can access the site to help them with homework and to find out more about concepts we explored in class: artofexperimentation.weebly.com Addendum: The list below will be glued into the front cover of lab sketchbooks.
Tips for how to use your lab sketchbook .z
Only use the right hand pages Clearly label each page with a large title List materials and experimental procedure Glue in supporting evidence from experiments Analyze your experimental data: draw pictures and diagrams and write ideas Write down all of your great questions Make it your own!

http://artofexperimentation.weebly.com

Reesha Grosso Candy Chromatography Art: Science & Theory

Lesson Plan One

name: ___________________________________________________________________

Step 1: Choose a piece of candy that contains artificial colors A hard candy, or one with a shell like an M&M is your best bet! What colors do you expect to see in the chromatography? Step 2: Dip candy in water and place it in the center of coffee filter Step 3: Allow candy to sit on filter for about 15 minutes Step 4: Remove candy from filter and allow filter to air dry Step 5: Write the heading "Candy Chromatography" on a new page in your lab sketchbook Step 6: Glue dry filter into your sketchbook and write a description of the colors visible in your experiment below it. If your experiment didnt yield any results, write about why you think that happened and what you might change if you did the experiment again.

Filters will be provided!