Quick summary: Students will explore and compare the scientific and artistic interpretation of a ‘true’ image by investigating traditional scientific images, scientific issues and the emotive nature of images or artwork. Students will explore how scaled scientific images are used to depict anatomical structure, whilst acknowledging that the use of data and scientific inquiry can also develop real-life understandings of an animal. For the main project within this lesson, students will identify and conduct research concerning an ‘ugly’ endangered native animal and communicate the ‘true’ image of this animal through an effective artwork. This is a STEAM lesson, which adds the Arts to STEM (Science, Technology, Engineering and Mathematics). To find out more about STEAM and STEM click here.
Learning intentions: Students will…
- … complete accurate scientific drawings of cells or animals.
- … understand that loss of biodiversity is an issue in Australia.
- … understand the need for conservation of all native Australian species.
- … understand how images are able to transmit information to the viewer and can be manipulated to send a targeted message.
- … collect and analyse data for trends, and report findings.
21st century skills:
Australian Curriculum Mapping
Year 7 Science
- Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships in data using digital technologies as appropriate (ACSIS129).
- Science knowledge can develop through collaboration across the disciplines of science and the contributions of people from a range of cultures (ACSHE223).
- Solutions to contemporary issues that are found using science and technology, may impact on other areas of society and may involve ethical considerations (ACSHE120).
Year 8 Science
- Cells are the basic units of living things; they have specialised structures and functions (ACSSU149).
- Scientific knowledge has changed peoples’ understanding of the world and is refined as new evidence becomes available (ACSHE134).
- Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships in data using digital technologies as appropriate (ACSIS144).
Years 9 Science
- Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS169).
- Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS170).
- Values and needs of contemporary society can influence the focus of scientific research (ACSHE228).
- People use scientific knowledge to evaluate whether they accept claims, explanations or predictions, and advances in science can affect people’s lives, including generating new career opportunities (ACSHE160).
Years 7 & 8 Visual Arts
- Experiment with visual arts conventions and techniques, including exploration of techniques used by Aboriginal and Torres Strait Islander artists, to represent a theme, concept or idea in their artwork (ACAVAM118).
Year 9 Visual Arts
- Conceptualise and develop representations of themes, concepts or subject matter to experiment with their developing personal style, reflecting on the styles of artists, including Aboriginal and Torres Strait Islander artists (ACAVAM125).
Relevant parts of Year 7 Science achievement standards: Science predict the effect of human and environmental changes on interactions between organisms and classify and organise diverse organisms based on observable differences. They describe situations where scientific knowledge from different science disciplines and diverse cultures has been used to solve a real-world problem. Students draw on evidence to support their conclusions. They communicate their ideas, methods and findings using scientific language and appropriate representations.
Relevant parts of Year 8 Science achievement standards: Science analyse the relationship between structure and function at cell, organ and body system levels. They construct representations of their data to reveal and analyse patterns and trends, and use these when justifying their conclusions. They use appropriate language and representations to communicate science ideas, methods and findings in a range of text types.
Relevant parts of Year 9 Science achievement standards: Students analyse how biological systems function and respond to external changes with reference to interdependencies, energy transfers and flows of matter. They analyse trends in data, identify relationships between variables and reveal inconsistencies in results. Students describe social and technological factors that have influenced scientific developments and predict how future applications of science and technology may affect people’s lives.
Unit of work: STEAM Made Simple – Secondary
Time required: 150 mins.
Level of teacher scaffolding: Medium – the teacher will facilitate each section of the lesson and will play an important role in ensuring students understand the messages being sent in various images throughout the lesson. Students are encouraged to complete many sections independently.
- Device capable of presenting a website to the class
- Extinction of Australian Mammals Article
- Kawaii Art Examples (or a device capable of projecting to the class)
- Powerful Images – Examples
- Resources Required (teacher copy)
- Scientific Drawing Example
- Scientific Drawing Instructions (one copy per student or a device capable of projecting to the class)
- Student Worksheet (one copy per student).
Keywords: Conservation, biodiversity, classification, scientific drawing, STEAM, human impact, extinction, endangerment.
Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.