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Lesson Plan 1
Organisms: What do you see in me?

Goals: Students look at organisms in their environment through new perspectives using digital photography and art. By utilizing both scientific and creative writing styles to describe organisms, students extend their observation skills and narrative abilities.

Grade Levels: 5-10

Science Themes Writing Styles Visual Arts Technology
Exploring characteristics of organisms
 Creative writing Composing photographs Use of digital cameras
Classifying organisms Scientific writing Creating pictures Use of multimedia
for presentation
Discussing diversity of life on the planet     Use of Web
to share projects
Identifying similarities and differences in organisms      
Recognizing gross anatomy, behavior patterns, habitats, and other features      

Before: Preparation for project

  1. Develop science concepts prior to project.
  2. As part of a science unit, examine characteristics of organisms.
  3. Create a word board, where key terms are explored (i.e., words regarding patterns, habitats, classification).

During: Taking pictures and writing

  1. Students are grouped and assigned a particular organism.
  2. Each group photographs its organism using three perspectives:
    1. The “bigger picture” – the habitat in which the organism is found
    2. Close-up of organism
    3. Partial shot of one characteristic taken from a creative perspective or unique angle
  3. After completing these steps, students select one of the images and create a painting of the organism using six different oil pastel techniques.
  4. Students are guided to write about their photograph and art using scientific terminology appropriate to the grade level and unit being taught. Teacher refers to word board created in preparation phase.
  5. Students are guided through how to write creatively about the same picture. Students are encouraged to use metaphor and describe details artistically

After: Sharing the project

  1. Student's digital pictures and related art are showcased.
  2. Digital pictures, art, and words can be put on a website.

 

Aligning to Standards in Science, Language Arts, Technology, and Visual Arts

Benchmarks for Science Literacy

The Living Environment
Diversity of Life		 Grade Levels Performance Indicators
K-2 Some animals and plants are alike in the way they look and in the things they do, and others are very different.

Plants and animals have features that help them live in different environments

Stories sometimes give plants and animals attributes they do not have.
3-5 A great variety of living things can be sorted into groups in many ways using various features to decide which things belong to which group.
6-8 Animals and plants have a great variety of body parts and internal structures that contribute to their being able to make or find food and reproduce.

Hawaii Content and Performance Standards  - Language Arts Writing Benchmarks

Content Standards Grades Benchmarks
Range: Write using various forms to communicate for a variety of purposes and audiences. 4-5

Write to create understanding of ideas and information for self.

Write to communicate information, express opinions, and influence others.
6-8

Write to communicate and report information from research.

Write for literary response and expression.
Composing Processes: Use writing processes and strategies appropriately and as needed to construct meaning and communicate effectively 2-3 Use strategies-mapping, brainstorming, reading, and talking to focus a topic, generate ideas, and keep the writing flowing.
6-8 Develop and support a thesis or stance using information from a variety of sources.
9-12 Interact with others to see anew, solve writing problems, and develop thought; use feedback to revise and improve writing.
Conventions and Skills: Use rhetorical devices to craft writing appropriate to audience and purpose 4-5

Conveys meaning, provides important information, makes a point, fulfills a purpose.

Has a form or structure where the parts add up to a coherent whole.
6-8

Reveals new insights about a topic (e.g. goes beyond the obvious and predictable)

Has voice and style that reveals the unique writer and speaks to the reader(s).

National Educational Technology Standards

Standards Grades Performance Indicators

Technology Productivity Tools: Students use technology tools to enhance learning, increase productivity, and promote creativity.

Technology Communication Tools: Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

 K-2 Use technology resources for problem solving, communication, and illustration of thoughts, ideas, and stories.
3-5 Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom.
6-8 Design, develop, publish, and present products (e.g., webpages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom.

Hawaii Content and Performance Standards  - Visual Arts
Standards

Grades

Benchmarks

Students exhibit visual understanding in their evaluation and use of visual themes, symbols, and metaphors.

4-5

Select and apply materials, techniques, and processes to communicate ideas about self and the environment; and reflect upon effectiveness of choices.

6-8

Intentionally take advantage of the qualities and characteristics of art materials, techniques, and processes to enhance communication of experiences, ideas, and opinions.

Students make connections between visual arts and the performing arts as well as other subject areas.

6-8

Identify similarities and differences in art and other areas such as the humanities, sciences, literature, and technology.

9-12

Make parallel connections between visual arts and the humanities or sciences based on shared ideas, issues, or themes.

Create interdisciplinary projects which include visual arts and other sciences.