biology & the arts: designing the cell cycle · biology & the arts designing the cell cycle ... (or...

Biology & the Arts Designing the Cell Cycle

PJ Duncan, Secondary Science Education Specialist

Jennifer Infinger, Fine Arts Education Specialist

3/30/17

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2014, Florida Department of Education. All Rights Reserved.

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Poll Questions

Have you ever collaborated with an arts (music, dance, theatre or visual arts) teacher on a lesson before?

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The 5E Model is Based upon:

Student preconceptions Prior knowledge Ownership of learning Each E has a specific function Lessons challenge conceptions, provide time for

expansion

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3


What are the goals of a 5E Instructional Model Lesson?

Problem solving Higher order thinking skills Collaborative work

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The 5 E Model

Common question: Engage How do you engage students about Explore something as complex as the cell cycle?

Explain Elaborate Evaluate

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5


Uncontrolled Cell Cycle is Cancer

Normal cell Cancer Cell Bloodstream

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Middle Grades Science Standard SC.7.L.16.3

Compare and contrast the general processes of sexual reproduction requiring meiosis and asexual reproduction requiring mitosis.

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Biology Standards

SC.912.L.16.17 Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation.

Annually assessed on Biology EOC. Also assesses SC.912.L.16.8; SC.912.L.16.14; SC.912.L.16.16.

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http://www.fldoe.org/http:SC.912.L.16.16http:SC.912.L.16.14http:SC.912.L.16.17

Mitosis in Dance and Music

https://www.youtube.com/watch? https://www.youtube.com/watch? v=LOQnsBqOaBc v=pOsAbTi9tHw

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http://www.fldoe.org/https://www.youtube.com/watchhttps://www.youtube.com/watch

Poll Question

Have you used an arts integrated lesson in your classroom before?

If yes, have you experience increased learning gains?

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Arts Integration

!rts integration is an approach to teaching in which students construct and demonstrate understanding through an art form. Students engage in a creative process which connects an art form and another subject area and meets evolving objectives in both.

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SJJe~~~the CELL CYCLE. ESSENTIA L QUEST IONS

W hat structu res do you look at to determine t he stage of the ce ll in the cell cycle? What structu res are appearing and changing in t he cell during each phase of t he cell cycle?

STANDARDS Biology Standard

SC.912.L.16.14-Describe t he cell cycle, including the process of mitosis. Explain the role of m itosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction.

Visual Arts Standard VA.912.S.2.6-lncorporate skills, concepts, and media t o create images from ideation t o resolution.

PROJECT PROMPT Working in groups of t hree, students wi ll work collaborative ly t o design and create six unique prints i llustrating t he six stages of the cell cycle: interphase, prophase, metaphase, anaphase, telophase and cytokinesis. Groups w ill present their final designs with each member of t he group responsible for presenting on their prints for two of the six cell cycle stages. During the group presentation it is important t o explain w hat is happening during each stage in the cell cycle and how that influenced the print design.

M ATERIA LS (6) Styrofoam Printmaking Sheet (or use Styrofoam plates/take out containers) (6) Heavy Cardstock or M ixed Media Paper (durable/ heavy paper to use for prints) Etching Tool (pencil, pen, et c.- used to carve into the Styrofoam) Printmaking Ink/ Pa int/ Markers (materials w i ll depend on technique used) Brayer/ Roller (use wit h printmaking ink/ paint) Plexiglass/ Plate (needed for brayer- this w ill help even ly dist ribute the paint/ink on the roller) Spoon (or sim ilar smooth, hard surface for transferring the ink from the plate to paper)

Student Checklist:

0 Complete all flipped class-

room docume nts, includ-

ing prel iminary sketch

worksheet.

0 Work wi th group mem-

bers to share and revise

initial design sketches in

order to develop a plan for

final printmaking project .

0 Present final design pro-

ject to class. Each group

member will present their

print s for two parts of the

cell cycle, and will be able

to explain what happens

to the cell during that

stage and how that infor-

mation influenced their

design choices.

0 Complete the student re-

flection rubric and t urn in

w ith all other required

documents and final pro-

ject.

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Arts Content Instruction

FLIPPED COLLABORATIVE TEACHING CLASSROOM

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FLIPPED ~it~ INSTRUCTION Select at least one link in each of the following columns t o review.

Make sure to record new vocabulary, key points and any questions or insights.

Remember to bring your completed worksheet t o class for review with your group, and to turn t his in wit h

your final project.

ELEMENTS OF ART: COLOR ELEMENTS OF ART: LINE PRINCIPLES OF DESIGN: PRINCIPLES OF DESIGN: PAT- PRINTMAKING MOVEMENT TERN TECHNIQUES

Color Theory Quick Reference Elements of Art: Line I KQEO Princ.iples of Design I The J. Art Heroes I How to make Styrofoam Poster I Paper leaf Arts Paul Getty Museum The Principles of Design prints I Mr. Otter Art Studio htt.es:lle!~r-leaf.comfE.'!:f.20 1001 htt(!;f[.lwww.~ube.comwatch?

https:llwww.getty.Wu/edugtion/ hn~://www.~be.com 6!;atch? httl2l;:/lwww.l(2utube.comwatch?

cotor-thrnrv:auick-.reference-poster/ Y=~MFTkQ V=ZK86XOliFVs V=t9QXs~BO teactie"s&;u11ding Jessoo.sl principles design.OOf

Elements of Art: Elements of Art I The J. Paul Art Heroes: I Principles of Design- DIV: Easy Relief Printmaking I Color I KQED Arts Getty Museum The Principles of Design Repetition (pattern) I Ruth Bleakley www.IQ!!!.ube.comwatch1 hnp;{l:t!:!!::!!..g!mJ:.edueducarion htt(!s-www.Ioutube.comwatch1

Kathleen123 www.2!!.Q~~comf101111 l.e.!!est-vawWW Ubr1c:BEw teachers/buitd!ng Se:ssons/ vaZIC86XOHFVs tormal analysis.html httes"f/sjfes google.com{sfte/ tutorial- tw-ruth-bleaktev- this.html

pr!m;!QIClQ:f~in~itelbQmere~on-

pattern-

A Brief Lesson on Color Theo- Element of Art- Line I Rodri- Principles of Design- Art of Education: Styrofoam Printing w ith ry I Rhea l elina Manglapus guez Art Rhythm/ Movement I Principles of Design Markers I ELLBEE Art Studio www.XQY1ube.mmwatch? www.~ideshare. nell,82s!rimzA!'.!L

Kathleen123 hn~:1::!!::!:!::!!.-!heartofed.~om[ontenJl

httes/ fwww.youtube.com/ watch? v=OybAMt()IJ!r ctcmcDl:Qf-iu::H=-l !ZSRSa~ mi1Qldll2Dl Sll Zabe:etic'1af=:;gf-

bnmU~ilCi &Q:QEIC "2r:DUilcl .filY!!!! v THhHQG7oMwU

ennoe!esof~nsitel!:!2!:!:!elrh~m-

movement

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FLIPPED CLASSROOM WORKSHEET Na.me: _____________ _

INSTRUCTIONS:

Select one or more resources from each topic for review. Record new vocabulary, key points and any questions or insights below.

Remember to bring your completed worksheet to class for review with your group.

TOPIC RESOURCE NEW VOCABULARY KEY POINTS QUESTIONS & INSIGHTS

ELEMENTS OF ART: COLOR

ELEMENTS OF ART: LINE

PRINCIPLES OF DESIGN:

MOVEMENT

PRINCIPLES OF DESIGN:

PATTERN

PRINTMAKING TECH-

NIQUES

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ILLUSTRATION OF THE CELL CYCLE Preliminary Sketch Worksheet

Name:~~~~~~~~~~~~~~~-use the boxes below to sketch your design ideas for each phase of the oell cycle. Fill in the lines below each box to explain what is happening at each stage and how your design illustrates the changes occurring. Note, be sure to Identify the stages where mitosis is taking place.

INTER PHASE PROP HASE METAPHASE NOTES

- -

CYTOKINESIS TELOPHASE ANAPHASE l

- -

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Printmaking Process Part One

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Printmaking Process Part Two

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Example Projects

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RUBR IC-Student Reflection

Name: ___________________ _

Group Members: ____________________________ _

4 3 2 1 Student demon- Student demon- Student demon- Student demon-strates an in depth strates proficient strates a developing strates difficu lty un-

ILLUSTRATION knowledge and un- knowledge and un- understanding of t he derstanding the Cell

OF THE CELL derstanding of the derstanding of the Cell Cycle by provid- Cycle by providing Cell Cycle by provid- Cell Cycle by providing some accurate minimal information

CYCLE ing accurate and de- ing mostly accurate and detailed infor- that lacks detail. tailed information. and detailed information.

mation.

Student has demon- Student has demon- Student has demon- Student has not strated a comprehen- strated a proficient strated a developing made much attempt sive understanding of understanding of the understanding of the to meet the require-

CREATIVITY the printmaking tech- printmaking tech- printmaking tech- ments of the assign-niques used. The niques used. The stu- niques used. The stu- ment. student's originality dent's originality of dent 's or iginality of of t heir work is clear- their work is evident. their work is some-ly evident. what evident.

Student accurately Student explains with Student explains with Student does not explains appropriate some accuracy ap- limited accuracy ap- explain how their and relevant ways propriate and rele- propriate and rele- individual prints re-

ARTWORK their individual prints vant ways their indi- vant ways their indi- late to the cell cycle. COMPOSITION relate to the cell cy- vidual prints relate to vidual printsrelate to

cle. All explanations the cell cycle. Most the cell cycle. Most are descr ibed in de- explanations are de- explanations are de-tail. scribed in detail. scribed in detail.

Text is clearly written Text accurately de- Text is incomplete Text does not accu-and accurately de- scribes each stage of (does not describe all rately and clearly

WRITING scribes each stage of the cell cycle and the stages of the cell cy- explain the cell cycle. t he cell cycle and the importance of the cle) and/or does not

PROMPT importance of the process in living or- explain the im-process in living organisms. portance of the pro-ganism s. cess In l iving organ-

isms.

Explain each phase of the cell cycle. Be sure to include a detailed description of what is happening inside the cell during each phase. Why is the cell cycle important to living organisms?

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Arts Integration

!rts integration is an approach to teaching in

which students construct and demonstrate

understanding through an art form. Students

engage in a creative process which connects an art

form and another subject area and meets evolving

objectives in both.

www.FLDOE.org



Works Cited

The Kennedy Center Arts Edge Defining Arts Integration

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http://www.fldoe.org/http://artsedge.kennedy-center.org/~/media/ArtsEdge/LessonPrintables/articles/arts-integration/DefiningArtsIntegration.pdf

For more information, contact

PJ Duncan, Secondary Science Specialist [email protected]

Jennifer Infinger, Fine Arts Education Specialist [email protected]

www.FLDOE.org


http://www.fldoe.org/mailto:[email protected]:[email protected]

www.FLDOE.org

www.FLDOE.org


http://www.fldoe.org/https://twitter.com/EducationFLhttps://twitter.com/EducationFLhttps://www.facebook.com/EducationFLhttps://www.facebook.com/EducationFLhttps://www.youtube.com/user/EducationFLhttps://www.youtube.com/user/EducationFLhttps://www.pinterest.com/floridadoehttps://www.pinterest.com/floridadoe

Structure BookmarksBiology & the Arts Designing the Cell Cycle FigureFigureFigureFigureFigureFigureFigureFigureFigureFigureFLIPPED COLLABORATIVE FigureFigureFigureFigureFigurewww.FLDOE.org Figure

biology & the arts: designing the cell cycle · biology & the arts designing the cell cycle ... (or...

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