Invasive Species Intergrated Lesson
General Overview:
- Topic: Invasive Species
- Theme: Preservation of Ecosystems--Growth and Decay
- Subjects: Biology, Field Botany and 2D Art
- Medium: Watercolor and Pen/Ink
- Grade: 8th
Lesson Overview:
Over the course of a few weeks, students will have the opportunity to explore their natural areas around their school and draw from observation. We will be focusing on and discussing how invasive plant species affect ecosystems and depict this concept visually through watercolor. Students will be assigned an invasive plant species which will have a picture for future reference of the plant and its common name. The student will record qualitative and quantitative information regarding their plant, taking pictures of their plant documenting its environment. In the classroom, students will design a graphic reference page that includes information about their organism. This information will later be assembled in a book that each student researched on their own. Together as a class, we will spend a day discussing students’ individual research with reference to the introductory text to the book. When the watercolor dries, students can add visual texture with the mark making they can create from the pen and ink and have the opportunity to add extra detail if there is time. Class critique will be based upon the watercolor images. We will also go over the facts each student researched on their plant. There will be a P.D.F. copy of the assembled book, a hard copy that can be passed around in class AND published worldwide!
Over the course of a few weeks, students will have the opportunity to explore their natural areas around their school and draw from observation. We will be focusing on and discussing how invasive plant species affect ecosystems and depict this concept visually through watercolor. Students will be assigned an invasive plant species which will have a picture for future reference of the plant and its common name. The student will record qualitative and quantitative information regarding their plant, taking pictures of their plant documenting its environment. In the classroom, students will design a graphic reference page that includes information about their organism. This information will later be assembled in a book that each student researched on their own. Together as a class, we will spend a day discussing students’ individual research with reference to the introductory text to the book. When the watercolor dries, students can add visual texture with the mark making they can create from the pen and ink and have the opportunity to add extra detail if there is time. Class critique will be based upon the watercolor images. We will also go over the facts each student researched on their plant. There will be a P.D.F. copy of the assembled book, a hard copy that can be passed around in class AND published worldwide!
Essential Questions:
- Explain how art can play a role in bringing awareness to this environmental problem?
- Why is it important to illustrate problems in our world whether they are social, personal, political, scientific etc.
- By integrating art with another subject, how do you think this makes you a better learner?
Objectives:
- Record qualitative and quantitative descriptions through observations of their invasive plant species.
- Sketch their invasive plant specie from life
- Research facts about their invasive plant species and apply it in their artwork.
- Design a graphic organizer that will be used as a resource for the students to view.
- Critique each other's work based on observations they have done on the site.
Ohio Visual Art Standards:
- 1PE Identify how an artist’s choice of media relates to the ideas and images in the work.
- 3PE Connect science and technology with the development of art in various cultures
- 1PR Select, organize and manipulate skills, elements and techniques appropriate to the art form
- 3PR Use critical thinking and visual literacy to communicate a specific idea.
- 4RE Recognize how public discussion can affect beliefs about the nature and value of art
- 6RE Develop and apply criteria to assess personal works for content and craftsmanship
Ohio Science Standard:
For more on Standards view this PDF Here
Life Science (LS) Grade 8
This topic focuses on continuation of the species
For more on Standards view this PDF Here
Life Science (LS) Grade 8
This topic focuses on continuation of the species
- Diversity of species occurs through gradual processes over many generations.
- Fossil records provide evidence that changes have occurred in number and types of species.
- Reproduction is necessary for the continuation of every species. The characteristics of an organism are a result of inherited traits received from parent(s).
Visual Culture:
Cloudy With A Chance of Meatballs | 2009 Film
Based on a book by Judi and Ron Barrett it became an animated comedy that came out in 2009. This story is about a scientist named Flint who is known for his failures until he invents a machine that can rain different food choices from the sky. The people in the town are happy about this at first until it gets too much to handle. Flint notices that the food increases in size, but no one saw it as a threat because the city became a popular tourist site for people to see. The food turn into these storms of food where there are tornadoes that are created from spaghetti and other hurricanes of food. Flint destroys the machine, but the result was the town was completely taken over by piles of leftover food
Cloudy With A Chance of Meatballs | 2009 Film
Based on a book by Judi and Ron Barrett it became an animated comedy that came out in 2009. This story is about a scientist named Flint who is known for his failures until he invents a machine that can rain different food choices from the sky. The people in the town are happy about this at first until it gets too much to handle. Flint notices that the food increases in size, but no one saw it as a threat because the city became a popular tourist site for people to see. The food turn into these storms of food where there are tornadoes that are created from spaghetti and other hurricanes of food. Flint destroys the machine, but the result was the town was completely taken over by piles of leftover food
How it relates to the theme of Preservation of Ecosystems
Invasive plant species will take over entire ecosystems and destroy other vegetation or prevent other species from growing. This common theme of "a take over," connects with the message of the movie where if humans lack responsibility in a problem, then forces beyond our control can end up being harmful (i.e. the power of nature and technology). In the movie when the food starts accumulating it builds up and started taking over the city similarly to the rapid growth of invasive species that continue to spread.
Questions:
Invasive plant species will take over entire ecosystems and destroy other vegetation or prevent other species from growing. This common theme of "a take over," connects with the message of the movie where if humans lack responsibility in a problem, then forces beyond our control can end up being harmful (i.e. the power of nature and technology). In the movie when the food starts accumulating it builds up and started taking over the city similarly to the rapid growth of invasive species that continue to spread.
Questions:
- How have humans contribute to the growth of invasive species?
- Although the movie focuses on food, how does the plot of the story parallel to what we are learning about the role of invasive species?
- Focusing on the idea of community or a city from the movie, how are ecosystems affected by this take over?
Contemporary Artists Connections:
Wendy Artin
Born 1963, in the United States Artin is known for her her classical mannerism that are evident in her paintings and her figurative work. However, landscapes capture time being experienced in the present moment. She is envied for her watercolor techniques that focus on the basic forms with the shadows and values she creates. She plays with negative space and the quality of light where her highlights become part of the background. She studied at the Museum School in Boston and the Ecole des Beaux-Arts in Paris. She has traveled to Rome, Paris, Boston, New York, Mexico, and Guatemala.
Discussion Questions:
Below there are captions that reveal information about each piece.
To view more of her work, check out her official website here
Wendy Artin
Born 1963, in the United States Artin is known for her her classical mannerism that are evident in her paintings and her figurative work. However, landscapes capture time being experienced in the present moment. She is envied for her watercolor techniques that focus on the basic forms with the shadows and values she creates. She plays with negative space and the quality of light where her highlights become part of the background. She studied at the Museum School in Boston and the Ecole des Beaux-Arts in Paris. She has traveled to Rome, Paris, Boston, New York, Mexico, and Guatemala.
Discussion Questions:
- How does Artin capture space? Do you think there is a foreground, middle ground and background presence?
- Do you admire her techniques or do you disagree with her stylization? Pretend you are an art critic, explain what works or does not work for you?
- Can you name or describe some of the watercolor techniques Artin includes in her work?
Below there are captions that reveal information about each piece.
To view more of her work, check out her official website here
Materials:
- Sketch Book 12 x 9 inches is a good size. Should not get a sketch book any bigger than 12 x 18 inches or any smaller than a 4 x 4 inches one.
- Thin sharpie pens
- Micron Pens sizes .005-8 (Black ink and some colored options)
- Gouache Paints (An opaque watercolor that can be applied thick or thin)
- Watercolor Pencil packs (20)
- Watercolor sets (30)
- Watercolor paper cold-press 140lb (Sizes can be 11 x 14 in, 8 x 11 in, but no bigger than 12 x 18 and no smaller than 4 x 4 inches
- Small Plastic jar for water
- Paint Brushes (various sizes 2-8)
- Graphite Pencils
- Erasers
- Seat Cushions--for when students are on the grounds
- A couple Digital Cameras or phone cameras
- Microscopes or magnifying glasses
- Role of Paper towels
- 8.5 x 11. standard size printer paper for graphic reference sheets
Teacher Exemplar Images:
Resources:
Note: These are all hyperlinked. If there are issues viewing please email me at [email protected]
Note: These are all hyperlinked. If there are issues viewing please email me at [email protected]
Teacher's Research
Websites:
Grimm, William Carey, and John T. Kartesz. The Illustrated Book of Trees: The Comprehensive
Field Guide to More than 250 Trees of Eastern North America. Mechanicsburg,
PA: Stackpole, 2002. Print.
Websites:
- Ohio Invasive Plants Council | View Site Here
- Midwest Invasive Plant Network | View Site Here
- Holden Arboretum Site on Invasive Species (A Cleveland Metropark) | View Site Here
- Ohio’s Top Invasive Plants--Ohio Department of Natural Resources | View Site Here
- Why Should We Care About Invasive Plants? | View Site Here
- Defenders.org on invasive species | View PDF Here
- Watercolor Glossary of Terms | View Site Here
Grimm, William Carey, and John T. Kartesz. The Illustrated Book of Trees: The Comprehensive
Field Guide to More than 250 Trees of Eastern North America. Mechanicsburg,
PA: Stackpole, 2002. Print.