Integration of Art and Science: Unit B:

Cells and Systems

(Starting Point for Purpose of Ed 3700OL = Systems)

Grade 8 Science
March 9 April 24, 2015
Christina Richmond

STAGE 1 Desired Results

Established Goals:
STS-K3: Interpret the healthy function of human body systems, and illustrate ways
the body reacts to internal and external stimuli.
STS-K4: Describe areas of scientific investigation leading to new knowledge about
body systems and to new medical application.

Transfer Goals:

Interpret the healthy function of human body systems, and illustrate ways the body reacts to internal and
external stimuli by:

o
o

describe, in general terms, body systems for respiration, circulation, digestion, excretion and
sensory awareness (e.g., describe how blood is circulated throughout the body to carry
oxygen
and nutrients to the bodys various tissues and organs)
describe, in general terms, the role of individual organs and tissues in supporting the healthy functioning of
the human body (e.g., the role of lungs in exchanging oxygen and carbon dioxide, the role
of bronchia in providing a passageway for air)
describe ways in which various types of cells contribute to the healthy functioning of the human body (e.g.,
describe the roles of individual cells in nerves, muscle, blood, skin and bone)
describe changes in body functions in response to changing conditions (e.g., changes in heart rate in
response to exercise, change in metabolism in response to lower temperature, reflex
responses to stimuli)

o
o
o
o

Describe areas of scientific investigation leading to new knowledge about body systems and to new medical
applications by:

o
o
o
o

identify examples of research into functions and dysfunctions of human cells, organs or body
systems
describe ways in which research about cells, organs and systems has brought about improvements
in human health and nutrition (e.g., development of medicines; immunization procedures;
diets
based on the needs of organs, such as the heart)
investigate and describe factors that affect the healthy function of the human respiratory, circulatory and
digestive systems (e.g., investigate the effect of illness, aging or air quality on the function
of the respiratory system)

o
o

Enduring Understanding
Students will understand that

Body systems are made up of

individual components that
work together to keep us alive.
These components and systems
contribute to our health, and
respond to changing conditions

Essential Questions:

Students will keep considering

How do the individual parts of our

systems work together to keep us
alive?
How does our body respond to things
both outside and inside our bodies to
keep us safe and healthy?

to keep us safe.
Research helps us understand
the diseases and illnesses that
affect these components and
systems.
There are healthy choices we
can make to prevent illness and
disease in our bodies.

How do illnesses and diseases affect

these systems, and what can we do in
our lives now to help prevent these
problems?

Knowledge Outcomes:

Skills Outcomes

Students will know

Students will be able to do

K.3.1
describe, in general terms, body
systems for respiration, circulation,
digestion, excretion and sensory awareness
(e.g., describe how blood is
circulated throughout the body to
carry oxygen and nutrients to the
bodys various tissues and organs)
K.3.2
describe, in general terms, the role
of individual organs and tissues in
supporting the healthy functioning of the
human body (e.g., the role of lungs in
exchanging oxygen and carbon
dioxide, the role of bronchia in
providing a passageway for air)
K.3.3
describe ways in which various
types of cells contribute to the healthy
functioning of the human body (e.g.,
describe the roles of individual
cells in nerves, muscle, blood, skin
and bone)
K.3.4
describe changes in body functions
in response to changing conditions (e.g.,
changes in heart rate in response
to exercise, change in metabolism
in response to lower temperature,
reflex responses to stimuli)
K.4.1
identify examples of research into
functions and dysfunctions of human cells,
organs or body systems
K.4.2
describe ways in which research
about cells, organs and systems has brought
about improvements in human health and
nutrition (e.g., development of
medicines; immunization
procedures; diets based on the
needs of organs, such as the
heart)

S.1 Ask questions about the relationships between and

among observable variables, and plan investigations

to address those questions
1. identify questions to investigate (e.g.,
identify questions that arise from
their own observations of plant and
animal diversity)
2. rephrase questions in a testable form (e.g.,
rephrase a question, such as: Why
this structure? to become
questions, such as: How is this
structure used by the organism?,
How would the organism be
affected if this structure were
absent or did not function? or
What similar structures do we find
in other organisms?)
3. formulate operational definitions of major
variables and other aspects of their
investigations (e.g., define body
systems in terms of the functions
they perform)
S.2 Conduct investigations into the relationships between

and among observations, and gather and record

qualitative and quantitative data
1. use instrumentsincluding microscopes
effectively and accurately for collecting data
(e.g., use a microscope to produce a
clear image of cells)
2. estimate measurements (e.g., estimate
the size of an object viewed under a
microscope) Alberta, Canada
3. observe and record data, and produce simple
line drawings (e.g., draw cells and

K.4.3
investigate and describe factors that
affect the healthy function of the human
respiratory, circulatory and digestive
systems (e.g., investigate the effect
of illness, aging or air quality on
the function of the respiratory
system)

Attitude Outcomes:
Students will be encouraged to:
A.1 Show interest in science-related questions

and issues, and pursue personal interests and

career possibilities within science-related
fields (e.g., select and explore
media on topics related to the
diversity of living things and the
maintenance of health; express
interest in science-related/
technology-related careers that
contribute to the welfare of living
things)
A.2 Appreciate that scientific understanding

evolves from the interaction of ideas

involving people with different views and
backgrounds (e.g., recognize that a
wide range of people working in
different fields have contributed to
scientific and medical knowledge)
A.3 Seek and apply evidence when evaluating

alternative approaches to investigations,

problems and issues (e.g., consider a
wide variety of possible
interpretations of their
observations of animal structures
and functions; critically evaluate
inferences and conclusions, basing
their arguments on fact rather
than opinion)
A.4 Work collaboratively in carrying out

investigations and in generating and

evaluating ideas (e.g., assume
responsibility for their share of
work in preparing for
investigations and in gathering and
recording evidence; consider
alternative ideas and approaches
suggested by members of the
group; share the responsibility for
difficulties encountered in an
activity)

organisms)
4. organize data, using a format that is
appropriate to the task or experiment (e.g.,
compare the structure and function
of two or more organisms, using
charts and drawings)
S.3 Analyze qualitative and quantitative data, and develop

and assess possible explanations

1. identify strengths and weaknesses of different
methods of collecting and displaying data
(e.g., compare methods of
measuring heart rate)
2. identify and suggest explanations for
discrepancies in data (e.g., explain
variations in the heart rate and
blood pressure of the same
individual at different times during
the day)
3. compile and display data, by hand or
computer, in a variety of formats, including
diagrams, flow charts, tables, bar graphs and
line graphs (e.g., prepare charts that
compare structures of different
organisms)
4. identify new questions and problems that arise
from what was learned
S.4 Work collaboratively on problems; and use

appropriate language and formats to communicate

ideas, procedures and results
1. receive, understand and act on the ideas of
others (e.g., adopt and use an agreed
procedure for preparing diagrams
and charts)
2. communicate questions, ideas, intentions,
plans and results, using lists, notes in point
form, sentences, data tables, graphs, drawings,
oral language and other means
3. work cooperatively with team members to
develop and carry out a plan (e.g., prepare
a class presentation on the digestive
system, including a model
constructed by the group)
4. evaluate individual and group processes used
in planning, problem solving, decision

STAGE 2 Evidence
Evaluative
Assessment Evidence
A.5 Demonstrate sensitivity and responsibility
making their
and completing
a taskby:
(e.g.,
Criteria
Students will need to show
learning
evaluate
processes
used
in
in pursuing a balance
between
the
needs
of
- Showcasing their Silkscreened T-shirt of the assigned body
Performance
is
judged
in
completing a cooperative group
humans and a sustainable environment
system in a class presentation and
explain the elements
terms of
(e.g., show interest in the health of
project)
involved
both the scientific and artistic aspects.
individuals in their
family in
and
o Critique
community; assume personal
Science:
Task:
responsibility forTransfer
the impact
of
- exit
slips
Students
will
show their learning by:
their actions on the health of
- presentation
presenting
a
t-shirt
silkscreen of the assigned body system
others and for the welfare and
and
survival of other living things)

information
Show concern for safety in planning,
- A.6
questions
carrying
posed
toout and reviewing activities (e.g.,
wear
proper safety attire, without
presenters
having
to be reminded; follow
Art:
appropriate
- critique
of T- safety procedures in
handling biological material; clean
Shirt
their work area during and after an
silkscreen
activity; ensure the proper disposal
representation
of materials)
of body
system

Summary:
I chose to use this unit within the Grade 8 science curriculum, as I will be teaching
it in PSIII. The students will learn about the different body systems, and show their
knowledge of one assigned system through the creation of a T-shirt done by silkscreening. Students will research the body system, discover the functions of all organs
within that system, as well as create a rough draft visual representation of this system.
This rough draft will be checked, cut into a stencil and then silkscreened onto a white
cotton T-shirt. The students will then use fabric paint to paint the different organs within
that body system. This T-shirt will incorporate knowledge of relative sizes of the organs
within that system as compared to body size, realistic color of those organs, position of
the organs relative to the other organs within the system. The students will also
incorporate shading (see lesson 3) to portray a more 3D representation of the organs.
Cognitive: learning about the history of silk-screening, introduction of silkscreen artists,
learning about creating depth/illusion of 3D images through shading, learning the
process of silk-screening, defining positive and negative space, understanding how to
create a stencil that will show paint in negative space
Psychomotor: creating the drawings, cutting out of stencils
Affective: awareness of proportion, personalizing images with shading and color,
personalizing images based on their own body size/t-shirt size

Rationale:
I think the task of silk-screening fits this unit well, and hope that it also suits the
age group! I also like the idea of assigning students the task of studying one system indepth and recreating it for themselves is a good way to hit the outcomes of this unit. I
also feel that the time taken to create the stencil of the body system is a great way to
reinforce the components of the system. I chose to have the students present their tshirts as a way for the other students to also learn about each system, aside from the
one they researched themselves. The students will be introduced to the history of silk
screening as well relevant artists to give the task relevance to them. Positive and
negative space are introduced to help the students understand how to create their
stencil in a way that just outlines the organs so they can paint them later. The four
stations and parent volunteers are necessary in order for all or more students to get their
t-shirts done in one class. I would have a separate time to go through the process with
the parent volunteers before the silk-screening was done in class. I think this is also a
good series of lessons in which to introduce shading and depth. We will have access to a
variety of paints and shades, so they can experiment with this in the process of painting
their shirts.
Lesson Summaries:
Lesson 1:
This lesson will give a brief overview of silk-screening introducing the history of
silk-screening, as well as introducing a few artists of the field. Students will watch a
YouTube video demonstrating the process, and I will give a visual example of creating
their body system stencil, and how to make sure that the black paint they will use to
silkscreen the image will show up in the negative space, leaving the positive space for
painting. The students have done the research on their body system already and will
work on creating their draft, which will be cut into a stencil in the next class.
Lesson 2:
After a discussion of positive and negative space, this class will be used to cut out
the stencils, as well as silkscreen the t-shirts. This will be done in groups. I will have 4
stations set up with a parent volunteer who has been briefed on the process at each
station to help the students. ***I anticipate this lesson to take more than one class, and
as students are waiting they will also be working on creating a power point presentation
of a disorder of the system they were assigned.
Lesson 3:
During this class, the students will paint their dried t-shirts. The negative space at
this point will be the black outline of the organs, and they will be painting the positive
space to create a realistic representation of the body system. Examples will be shown on
how to create depth using different shades of paint (darker edges, lighter in center).
Lesson 4: (plan not included)
Students will present their t-shirts along with information on the system and
organs.
Lesson Plans: ***all science based lessons will have been previously
completed, so I only included plans for the three integrated art classes***

Grade: 8

Subject: Art/Science

Lesson 1
Topic: Silk-screening Length of Lesson: 50 Minutes

General Learning Outcomes:

Science:
STS-K3: Interpret the healthy function of human body systems, and illustrate ways
the body
reacts to internal and external stimuli.
Art:
DRAWINGS
Drawingisavisualsearchformeaning.Usingavarietyofmaterialsandtechniques,drawingisanindividual
expressiveresponsetosomespecificexperience.Suchexperiencesmaycomefromtheindividualorthegroupor
mayresultfromaproblemtobesolvedorfromdirectinquiry.
ENCOUNTERS
Artmakingarticulatesthoughtandimagination.Throughimages,wecommunicatewithoneanotherwithinour
communitiesandacrosstimeandcultures.Encounterswiththesources,transformationsandimpactofimagesare
essentialforunderstandingart.

Specific Learning Outcomes:

Science:

Interpret the healthy function of human body systems, and illustrate ways the body reacts to internal and external
stimuli by:

o
o
o
o

describe, in general terms, body systems for respiration, circulation, digestion, excretion and
sensory awareness (e.g., describe how blood is circulated throughout the body to carry oxygen
and nutrients to the bodys various tissues and organs)
describe, in general terms, the role of individual organs and tissues in supporting the healthy functioning of the
human body (e.g., the role of lungs in exchanging oxygen and carbon dioxide, the role of
bronchia in providing a passageway for air)
describe ways in which various types of cells contribute to the healthy functioning of the human body (e.g.,
describe the roles of individual cells in nerves, muscle, blood, skin and bone)

Art:
Record
Students will acquire a repertoire of approaches to record visual information.
Investigate

Students will develop the ability to investigate visual relationships in the environment and in their
recorded images.
SourcesofImages
Studentswillinvestigatenaturalforms,manmadeforms,culturaltraditionsandsocialactivitiesas
sourcesofimagerythroughtimeandacrosscultures.
ART Lesson Objectives:
Students will...

recordsingleimagesandsimpleunits.
selectandidentifyline,valueandtextureinthenaturalandmanmadeenvironmentforimagemaking.
identify similarities and differences in expressions of selected cultural groups.

Resources:
- How to Silk Screen onto T-shirt You Tube https://www.youtube.com/watch?v=ND1AUJhdUZc
- Power Point (not using last slide) http://www.powershow.com/view4/5e60a2YmNmN/Andy_Warhol_Silkscreen_process_powerpoint_ppt_presentation
- Silk Screening Through the Ages http://www.brighthub.com/multimedia/publishing/articles/105324.aspx
- Famous Silkscreen: http://www.peopleofprint.com/general/people-of-print-20-screen-printers-youshould-know-about/
Materials:
- chrome books for body system research and images
- PowerPoint of Famous Silkscreen Artists
- Youtube of How To Silkscreen
- Paper for drawing body image stencils on (white 16 x 24)
- Pencils
- Scissors
Procedure:
Introduction (5 Minutes): What is Silk Screening and History of Silk Screening
- Silk Screening: is a printing technique whereby a mesh is used to transfer ink onto a substrate, except in
areas made impermeable to the ink by a blocking stencil.
- History:
- dates back to 100 years ago in China, but because of cost of silk took some time to catch on
- 1700 silk mesh became more available in other parts of world
- 20th century became popular and competitive
used for wallpaper, then by artists such as Andy Warhol (will watch power point) and Lovenskate
-

Body (50 Minutes):

Lovenskate is an East-London based company that has been making zines, t-shirts and printing
skateboards since 2001. At Lovenskate, they use the old method of screen printing onto skateboard
decks, together with an aim to represent the culture of skateboarding in all aspects, Lovenskate is proven
to be a fun-loving place for skateboarders to come share and exchange their joy and excitement.

Design by Lovenskate
-

Andy Warhol Power Point (5)

Do they notice any similarities and differences in the two artists works
Talk about use of multiple screen when using multiple colors (we will only use black)
You Tube How To Video (15)
Make sure to tell students to make THICK borders on the organs as these will be what they are cutting
out
Creation of stencil draft using chrome books and research, these will be checked and set aside for next
lesson
Closure (5 Minutes):
Can the students think of any other examples of when silk-screening is used? (mass production of logos)
What do they think about the time that might be involved in some of the artists work that we talked
about

Assessment:
- answers to closure questions, creation of stencil image, observation

Grade: 8

Subject: Art/Science

Lesson 2
Topic: Silk-screening Length of Lesson: 60 Minutes

General Learning Outcomes:

Science:
STS-K4: Describe areas of scientific investigation leading to new knowledge about
body systems
and to new medical application.
Art:
COMPOSITIONS
Compositionisasearchforaunifiedvisualstatement.Itarticulatesmeaningthroughcontrolofelementsandtheir
relationships.Thestudentorganizesvisualmaterialtogeneratethoughtandtomakethoughtvisible.

Specific Learning Outcomes:

Science:

Describe areas of scientific investigation leading to new knowledge about body systems and to new medical
applications by:

o
o
o
o
o
o

identify examples of research into functions and dysfunctions of human cells, organs or body
systems
describe ways in which research about cells, organs and systems has brought about improvements
in human health and nutrition (e.g., development of medicines; immunization procedures; diets
based on the needs of organs, such as the heart)
investigate and describe factors that affect the healthy function of the human respiratory, circulatory and digestive
systems (e.g., investigate the effect of illness, aging or air quality on the function of the
respiratory system)

Art:
Components
Studentswilldevelopcompetencewiththecomponentsofimage:media,techniquesanddesignelements.

ART Lesson Objectives:

Students will...
- experimentwithtechniquesandmediawithincompletecompositionsoftwoandthreedimensions.
Resources:
- Positive vs Negative space: https://en.wikipedia.org/wiki/Negative_space
- YouTube how to from lesson 1
Materials:
- Power Point slide with silk screen station instructions
- scissors
- white t-shirts
- draft stencils from previous lesson
- 4 silk screen stations
- screens already taped with 16 x 24 opening
- silk screening ink
- squeegee
- newspaper
- cardboard to place inside t-shirts
- chromebooks
Procedure:
Introduction (5 Minutes):
- positive vs. negative space we are cutting out the negative space which is the space that surrounds an
object, in this case, our organs. We are leaving the positive space intact (the organs) to paint later
- discuss cutting out stencils cut out all the thick organ outlines to leave organs
- demonstrate this so they realize that they will need to leave some connections from the organs to the
paper or it will all become one big open stencil!
-

Body (50 Minutes):

students will use this time to cut out their stencils, and then take them to the silk screen stations to be
screened
at the stations, the students are responsible for (they will refer to power point slide which will be
displayed on smartboard)
1. placing cardboard inside T-shirt

2. placing t-shirt under screen

3. placing stencil on t-shirt
4. placing ink on screen
5. squeegeeing ink over their screen
6. removing t-shirt and placing on side counter to dry (cardboard left in)
- students who have completed their silk screened t-shirt will work on their research/power point of disorders of
their assigned system
-

Closure (5 Minutes):
how do they feel about the manual process as opposed to the process of mass production
would they like to create their own design/logos and try again

Assessment:
- cutting out stencils
- observation of silk screening process
Grade: 8

Subject: Art/Science

Lesson 3
Topic: Silk-screening Length of Lesson: 60 Minutes

General Learning Outcomes:

Science:
STS-K4: Describe areas of scientific investigation leading to new knowledge about
body systems
and to new medical application.
Art:
DRAWINGS
Drawingisavisualsearchformeaning.Usingavarietyofmaterialsandtechniques,drawingisanindividual
expressiveresponsetosomespecificexperience.Suchexperiencesmaycomefromtheindividualorthegroupor
mayresultfromaproblemtobesolvedorfromdirectinquiry.

Specific Learning Outcomes:

Science:

Describe areas of scientific investigation leading to new knowledge about body systems and to new medical
applications by:

o
o
o
o
o
o

identify examples of research into functions and dysfunctions of human cells, organs or body
systems
describe ways in which research about cells, organs and systems has brought about improvements
in human health and nutrition (e.g., development of medicines; immunization procedures; diets
based on the needs of organs, such as the heart)
investigate and describe factors that affect the healthy function of the human respiratory, circulatory and digestive
systems (e.g., investigate the effect of illness, aging or air quality on the function of the
respiratory system)

Art:

Communicate
Students will demonstrate technical competencies and express individual insights.
ArticulateandEvaluate
Studentswillapplyvisual,analyticalandcriticalskillsanddevelopcontrolandcompetency.

ART Lesson Objectives:

Students will...

use expressiveness in their use of elements in the making of images.

learntousethebasicvocabularyofartcriticismindescriptionsoftheirwork.

Resources:
- Edgar Mueller, Street Artist http://www.metanamorph.com/index.php?site=projects
- Op Art http://juliannakunstler.com/art1_opt_des.html#.VYo3IGDY2fR

Materials:
- examples of shading to create depth Edgar Mueller
- t-shirts
- paint in various colors and shades
- paint brushes
- water to clean brushes
- cardboard (still inside t-shirts)
- shade exemplars
Procedure:
Introduction (10 Minutes):
- how can we use shades to create illusion of depth?
- Darker shades at edges/distance, lighter shades in the middle/forefront
- Darker shades tend to give illusion of that area being farther away than lighter areas
- Show some examples of this and have student comment on the use of shading and its effects on what
they see Edgar Mueller street art and Op Art examples
- They can create a more 3D look to their body system organs how?

- by using darker shades towards edges and lighter in centers

Body (40 Minutes):
students will take their t-shirts to a painting station and paint the organs using various shades to indicate
depth
when done they will work on completing power point of disorder of the system as well as prepare their
presentations

Closure (10 Minutes):

be prepared to critique others t-shirts
what does it mean to critique? brief intro:

List the literal objects in the painting (trees, people, animals, mountains, rivers, etc.).

What do you notice first when you look at the work(s)? Why?

What kinds of colors do you see? How would you describe them?

What shapes can we see? What kind of edges do the shapes have?

Are there lines in the work(s)? If so, what kinds of lines are they?

What sort of textures do you see? How would you describe them/

How has the artist used colors in the work(s)?

What sort of effect do the colors have on the artwork?

Assessment:
- use of shading to create depth
- critique by me of t-shirts as a whole