Picturing Science

Photojournalism Unit

Goals: Students look at organisms in their environment through new perspectives using digital photography and art. Combining scientific fact about an organism or feature of the environment, students ≥market≤ the need for conservation and stewardship.

Grade Levels: 5-10 (modify writing activities as appropriate)

Science Themes	Writing Styles	Visual Arts	Technology
Determining important geographical features or organisms (depending on theme of project)	Scientific Writing	Composing Photographs	Use of digital cameras
Diversity of Life on the planet	Adding creative elements to writing	Drawing Pictures (optional)	Use of Word Processor
Interconnectedness of life	Utilizing figures of speech (such as metaphor)		Use of Web to share projects

Before: Preparation for Project

1) Develop science concepts prior to project.

2) As part of a science unit, examine a theme. It is useful to have gone over the scientific terminology and vocabulary of the concepts being studied.

3) Use the attached Essential Questions and Science Standards sheet for ideas on questions students can address in this project.

4) Create a Word Board to develop vocabulary and brainstorm key terms and ideas

During: Taking pictures

5) Students are grouped and assigned to take three pictures of their chosen element (organism, environmental feature, etc)

6) Each group photographs its chosen objects/element using three perspectives

a) Wide Shot - ≥The Bigger Picture≤

b) Close up to the ≥Point of Abstraction≤

c) Partial shot of one characteristic taken from a creative perspective or unique angle

7) Show students examples of how a photojournalist takes pictures. Use National Geographic or other such magazines that combine journalism and photography with science-themed articles.

During: Art Activities (Optional)

8) Adding a visual arts element to this unit allows the students to examine their photos from a creative perspective.

9) Using construction paper and oil pastels, have students draw an object from their pictures.

During: Writing Activities

10) Pick a few well-written captions in the magazine you used. Find captions that have a ≥hook≤ that draws the reader in. A well-written caption is often written with an artistic hook and followed by scientific fact. Show these pictures to the class, read the captions out aloud and have students discuss the elements of the caption. What kind of vocabulary is used? What did you learn about the picture? What drew you into the caption? Discuss how metaphors are used in these captions.

11) On a blank sheet of paper, have students ≥loosen up their brain.≤ Get them to put the name of their theme (or organism or feature) in the middle and then do a free form word association. Encourage them to be creative about this.

12) Now have students pick one of their three pictures (if each student in the group would like to do a different picture, that will also work well). Use the ≥Pulling Words from Images: Nouns and Verbs and Descriptive Words worksheets to

13) On another sheet of paper, have students write metaphors about their chosen picture. What is their picture like? Encourage them to use metaphors that are creative referring them to the descriptive words they came up with. Make sure the metaphor ≥grabs≤ the audience with an interesting, creative or descriptive statement.

14) Flip that piece of paper over. Students should draw lines to split the paper into three parts. On the top, they should write the metaphor they want to use to begin their caption. In the middle, they should write one or two sentences stating a scientific fact about their picture. On the bottom third, they should write a closing statement. They can add a few closing sentences if they would like.

15) By stringing together these sentences, the student will have written his/her åcaptionπ. If the students are doing this activity on a computer, have them insert their picture in a blank document and write their caption under it. If the students do not have access to a computer, they can write their captions on paper and paste their pictures above (if the pictures can be printed out.)

After: Sharing the Project

1) Student ås digital pictures and related art are showcased

2) Digital pictures, art and words can be put on a Website

Essential Questions and Science Standards

The titles of the themes are chosen to be evocative of visual approaches to the science questions.

To make science connection explicit, this activity needs to be preceded by a discussion led by the teacher on whatever themes or essential questions he/she will use.

Themes:	Essential Questions	Science Standards Addressed
Island Environments: From Mountain to the Sea	Take pictures that show the key geographical features of your island. a) mountains b) ocean c) mangroves	K-8 The Plant Earth: Oceans and Land Describe the formation of their own Pacific environment.
	Take pictures of plants or organisms that are unique to the ocean environment on your island.	K-8 The Planet Earth The relationship and importance of plants to land surfaces especially the protection of the soil.
	Take pictures of plants or organisms that are unique to the mountain environment of your island.	K-8 The Planet Earth The relationship and importance of plants to land surfaces especially the protection of the soil.
	Show ways in which people actively work to protect their environment.	K-8 Stewardship Habitats, health and happiness of people depend upon the environment. People are responsible for the conservation, protection, and management of natural resources
	Show ways in which people use parts of their natural environment for their own uses. a) Huts for canoes b) Tapa c) Woven mats	K-8 The Living Environment ≠ Interdependence of Life K-8 Nature of Technology
	Show examples of ≥local≤ technology Needs to be preceded by a definition of what technology is. a) canoes b) locally-crafted building tools	K-8 Nature of Technolgy Traditional Pacific island examples of engineering that demonstrate low environmental impact and living in harmony with island ecosystems.
Our Natural World	Show the effects of weather (rain, wind, etc) on the environment around you. a) Things rusted by rain b) Example of eroded area	K-8 The Plant Earth: Oceans and Land By understanding how Earth interacts with other objects in space, students develop an appreciation of the natural forces and processes that affect all life and phenomena on the planet.
	Show how tides affect the island.	K-8 The Planet Earth: Motions of the Earth The moonπs motion relative the Earthπs motion causes tides. Students should also know local cultural knowledge relating to moon phases and tides and how they influence island life.
	Show food sources in our natural world a) fish b) taro c) coconut d) breadfruit e) pigs	K-8 The Living Environment: Diversity of Life All organisms, including humans, are part of and depend on two main interconnected global food webs. One includes microscopic ocean plants, the animals that feed on them, and finally the animals that feed on those animals. The other web includes land plants, the animals that feed on them, and so forth.
Patterns and Structures	Take picture that show patterns that occur in nature. (This needs to be preceded by a discussion on patterns.) a) Patterns on leaves b) Patterns on insects, living creatures	K-8 Scientific Connections
	Show examples of how modern technologies have allowed us to create structures that impact our environment. a) airport b) buildings c) cars	K-8 Nature of Technology: Design and Systems

3)

Aligning to Standards in Language Arts,Technology and Visual Arts

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. Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom

Hawaii Content and Performance Standards - Visual Arts

Content 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.