Tara Nieuwenburg and Kevan Bryant

Art integration into Grade 6 Sky Science Unit Plan

Kevan Bryant and Tara Nieuwenburg
Micro-teach Assignment

February 17, 2010

Art integration into Sky Science Unit Plan

Tara Nieuwenburg and Kevan Bryant

Established Goals

Students will:
Directly observe
the movement and
characteristics of
stars in the night
sky through
photography
Study phases of
the moon through
personal drawings
Depict a planet on
an artist trading
card (used as a
class tool for
learning about the
planets)

TRANSFER GOAL
Students will be able to learn about objects in the day and night sky and use art skills to explore a
deeper understanding of the solar system.
MEANING
Enduring Understandings:
Students will understand that
U1 Stars and constellations movement is
related to the Earths rotation.
U2 The moons phases are predictable.
U3 There are eight planets that each have
unique characteristics.

Essential Questions:
Students will keep considering
Q 1 What is an art practice that could be used
to accurately depict the movement of stars and
constellations in the night sky?
Q2 How do the phases of the moon change?
Q3 What are identifiable characteristics of the
planets? Can we depict these through materials?
Q4 How have artists in history depicted the
night sky?

U4 The night sky has been a popular subject

matter for historical artists.
ACQUISITION OF KNOWLEDGE & SKILLS
Students will know
Students will be skilled at
How to accurately depict the movement of
stars and constellations in the night sky.

Photographing the night sky to see movement of

stars

How to depict the moons lunar phases

Drawing the moons phases by observation
How to recognize a planet by its characteristics
Creating an accurate image rendering of a planet
so that it is recognizable

Evaluative Criteria
Performance is judged in
terms of -Rubric (stars and
constellations/ photography)
-Weekly completion check
(Moons Phases)
-Checklist and Critique
(Planets)

STAGE 2 Evidence
Assessment Evidence
Students will need to show their learning by:
Transfer Task:
As a result of these studies, students move from a simple view of land and sky, to one that
recognizes Earth as a sphere in motion within a larger universe. They will keep their findings
and projects within a Sky Science duo tang.
Presentation Options:
PowerPoint, hands on art activities

Tara Nieuwenburg and Kevan Bryant

Micro-teach: Art integration into Sky Science Unit Plan

Grade: 6
Purpose: Integrate art into Sky Science
Rationale
Students learn about objects in the day and night sky. Through direct observation and research, students
learn about the motions and characteristics of stars, moons and planets. Using simple materials, such as balls and
beads, students create models and diagrams which they use to explore the relative position and motion of objects in
space. As a result of these studies, students move from a simple view of land and sky, to one that recognizes Earth as
a sphere in motion within a larger universe. With new understanding, students revisit the topics of seasonal cycles,
phases of the Moon and the apparent motion of stars.
The goal of this unit is to integrate art into science lessons. Using different techniques such as
photography, drawings, and artist trading cards, students will be able to learn about Sky Science in an engaging and
explorative way. Since these students are in Grade 6, it is important for them to discover ways of learning through
visual and kinaesthetic ways. It is also important for them to understand that art is not just for art class, but can be
used as an expressive and learning tool in other subjects.
Our unit will flow by looking at the main parts of the solar system; including the Earth, sun, stars, moon,
and planets. The specific three lesson plans included focus on the stars, moon, and planets. However, building a
sun dial could be incorporated to meet outcomes related to the sun.
Students will not only be presented with artistic techniques to learn about the solar system, but also the
ways that historical artists have used and depicted the sky in their artwork (within PowerPoint slides). Students will
be shown exemplars of each activity, and be evaluated by a checklist, rubric, or critique. They will collect their
work in a Sky Science duo tang.

Lesson Summaries
1. Stars and Constellations
The idea behind this lesson is to introduce students to stars and constellations. They will learn that stars
emit light, where as other parts of the solar system such as planets reflect light. Students will hear stories of the
constellations, and have an opportunity to make their own constellations and a corresponding story of how the
constellation got into the sky. To integrate art into science, students will photograph the stars as a homework
assignment. They will photograph the night sky hourly during an evening, from the same point of view, to see how
stars travel East to West because of the Earths rotation. For students who cannot complete this task (dont have a
camera, dont have internet, have other obligations), cameras can be loaned and extensions can be given. They will
assemble their developed photographs in a sequential layout. Students will be assessed by a rubric they are given
prior to beginning this assignment.
2. Phases of the Moon
The idea behind this lesson is to introduce the phases of the moon, and give students the opportunity to
observe its predictable changes in the night sky. They will learn the cycle of the moon, and how it is correlated with
its location around the Earth. Students will have a monthly calendar that they will use to draw what they see of the
moon each night in the sky. They will also record the name of the moons phases corresponding with their
illustration. A weekly check will be done to ensure that their calendar is completed correctly. If any students have
not completed it, or it is incorrect, they will be given the opportunity to complete it by the end of the day with a
penalty of half the completion marks.

Tara Nieuwenburg and Kevan Bryant

3. Planets
This lesson focuses on identifying the planets and being able to recreate one artistically based on its
characteristics. The lesson will begin by focusing on celestial bodies and observations made of the sky, and how
they have influenced artists throughout history. We will then proceed to look at the planets scientifically, matching
their characteristics with their appearance on a provided worksheet. Students will use their background knowledge
of artistic techniques and methods to accurately depict a planet of their choice on an artist trading card. These cards
will have the characteristics of the planet described on the back. Once everyone has completed their card, students
will engage in a trading game, by guessing what planet their partner depicted is. They will share their trading card
with at least three other people, to help them identify different planets. Afterwards, all the trading cards will be
collected in a class set for students to use as a reference. They can take their card home at the end of the unit, or
trade with someone else then.
Students will be evaluated by a checklist throughout the class as they create their trading cards.

Tara Nieuwenburg and Kevan Bryant

Integrating Art into Science Lesson

Grade: 6 Subject: Sky Science Topic: Stars and Constellations

Length of Lesson: 60 Minutes Date: Feb 17

Related General Learning Outcomes from Program of Studies:

Science: Observe, describe and interpret the movement of objects in the sky; and identify pattern and order in these
movements.
Art: MEDIA AND TECHNIQUES: Students will use media and techniques, with an emphasis on more indirect
complex procedures and effects in photography.
Related Specific Learning Outcomes from Program of Studies:
Science:
1. Recognize that the Sun and stars emit the light by which they are seen and that most other bodies in space,
including Earths Moon, planets and their moons, comets, and asteroids, are seen by reflected light
2. Describe the location and movement of individual stars and groups of stars (constellations) as they move through
the night sky.
3. Recognize that the apparent movement of objects in the night sky is regular and predictable, and explain how this
apparent movement is related to Earths rotation.
Art:
Simple camera used for specific purposes such as close-ups, medium shots, long shots of same subject matter.
Lesson Objectives:
Students will...
1)
2)
3)
4)

Recognize that the stars emit light and that is how we see them
Name groups of stars called constellations
Describe how stars move through the night sky
Create a sequence of photographs that depict movement of the stars (taken at night)

Resources Consulted:
-

The Constellations: Stars and Stories by Chris Sasaki

Materials:
-

Star constellations
Cameras
PowerPoint: Constellations
Scrapbook templates for those who need them

Preparation:
-

Glow in the dark stars arranged on the walls in constellations

PowerPoint Loaded
Extra cameras ready to loan out

Procedure:
Introduction (10 Minutes):
-

Welcome Explorers! We are going on a quest to learn more about the Universe and particularly, stars.

Tara Nieuwenburg and Kevan Bryant

Can anyone hypothesize what how we can see the stars in the night sky? What about planets?
Give the class the appropriate terminology they will need in order to become expert explorers, and
have them copy these terms down in their science duo tang.
o Emit: to throw or give off or out (as light or heat). Example: stars
o Reflect: to give back or bounce light. Example: planets
Does anyone know what groups of stars are called? (constellations)

Body (35 Minutes):

Activity #1(15 minutes)
-

Instruct the students to rest their heads on their desks. Turn out the lights and allow the students to
relax. Tell the students that you are going to tell them star story about the Big Dipper and the Little
Dipper. Tell them to imagine the story in their heads. Read the story from, The Constellations: Stars
and Stories

Once the story is finished, instruct the class to slowly open their eyes and take a look at the ceiling.
The cut-outs of the constellations will be shining.

Tell them there are legends that go along with each constellation. Tell the stories of Draco, Cassiopeia,
and Cepheus. As you read each legend, show the different artists depiction of the constellation (on the
PowerPoint slides).

Activity #2 (20 minutes)

-

Have the students make their own constellations and come up with a legend to go with it. Give out
sheets of black paper. Tell the students that they can work in pairs or by themselves. Instruct the
students to gently poke holes with their pencils to show where the stars would be. Have them come up
with a short story (2-3 sentences) about how their constellation got into the sky.

Closure (15 Minutes):

-

Students put away their supplies first, and then go back to their desks.
Introduce the homework assignment that they will need to complete over the weekend.
I want you to observe the night sky, and see how stars travel across the sky from East to West like the
sun does because of the Earths rotation. When the Earth is in a different position around the sun,
during its revolution, the sky changes to show different constellations. You may not see a constellation
tonight or tomorrow night, but you will notice how the stars shift.
Your assignment will be to take a photograph of the night sky every hour from 7PM to 12PM either
Friday or Saturday night. You need to stand in the exact same spot and keep the camera in the same
position for all six photographs. This will help you see how the stars are moving in the sky, even when
they look like theyre not.
Once you have taken your pictures, you will email me them (its on your contact sheet) before 3PM
Sunday. I will get them developed for you for Mondays class.
You will record your findings by creating a one page scrapbook or collage with the pictures you take
on Monday. Photographs should be laid out in a sequential order.
If you have your own camera, you can use that, but otherwise you can borrow one from the school
(talk to me after class to sign up). If you cannot complete this activity this weekend, please let me
know after class and we will discuss an extension.
Hand out the rubric for assessment of this assignment and read it over with students.
Concluding Questions

Tara Nieuwenburg and Kevan Bryant

o
o

Are there any questions about the photography assignment?

When taking pictures, what do we need to remember? (focus, proper setting, stillness)

Sponge Activity: All students should be finishing at a similar time, but they can create another planet if
they are finished early. They may not be able to trade this one though.
Assessment Methods: Students will be evaluated through the attached rubric

Rubric for Evaluation of Star Photography:

CATEGORY

Photographs/
Technique

Six photographs are

taken. They clearly
depict the night sky. It
is evident that the
camera was placed in
one position, and the
photographs were taken
hourly.

Five-six photographs
were taken. They
clearly depict the night
sky. The camera may
have been moved
between photographs,
causing a different point
of view.

Three-four photographs
were taken. The pictures
are not focused.
Different points of view
are evident.

Fewer than three

photographs were
taken.

Layout of
Photographs

Student has arranged

photographs in a
sequential order
showing the stars
movement throughout
the night sky. The date
and time of each
photograph is clearly
labelled.

Student has arranged

photographs in a
sequential order
showing the stars
movement throughout
the night sky. The date
and time of each
photograph is forgotten.

Student has arranged

photographs in a nonsequential order showing
the stars movement
throughout the night sky.
The date and time of
each photograph is not
clearly labelled.

Student has
deliberately not
arranged photographs
in any sort of
sequence. They did
not label the date or
time of the
photograph.

Emailed to Miss
B and Miss N
before 3 PM
Sunday

Student emailed their

photographs to teacher
before 3PM Sunday. If
not, they arranged for an
approved extension or
brought in their own
photographs.

N/A

N/A

Student did not email

the photographs.
They did not contact
the teacher for an
extension. They did
not bring in developed
photographs.

Score

Tara Nieuwenburg and Kevan Bryant

Integrating Art into Science Lesson

Grade: 6 Subject: Sky Science Topic: Moon Phases
Date: Feb 17

Length of Lesson: 90 (Over 1 class periods) Minutes

Related General Learning Outcomes from Program of Studies:

Science: Observe, describe and interpret the movement of objects in the sky; and identify pattern and order in these
movements.
Art: ACTIONS AND VIEWPOINTS: Students will refine methods and techniques for more effortless image
making.
Related Specific Learning Outcomes from Program of Studies:
Science:
1. Recognize that the Moon's phases are regular and predictable, and describe the cycle of its phases.
2. Illustrate the phases of the Moon in drawings and by using improvised models.
3. Recognize that the apparent movement of objects in the night sky is regular and predictable, and explain how this
apparent movement is related to Earths rotation.
Art: Different drawing techniques; e.g., seeing basic shapes, noticing the direction of forms, plotting the position of
extremities, are useful to depict actions.
Lesson Objectives:
Students will...
1.
2.

3.

Observe that the moon has different phases that are shown in the night sky.
Illustrate the phases of the moon
Gain background information about the moon itself

Resources Consulted:
-

Program of Studies

Materials:
-

Powerpoint Presentation
Dry Erase markers
Moon Gazing Worksheet
Blank drawing paper
Pencils

Preparation:
-

Glow in the dark stars arranged on the walls in constellations

PowerPoint Loaded

Tara Nieuwenburg and Kevan Bryant

Procedure:
Introduction (5 Minutes):
-

Welcome the class back.

Review the idea of the sun emitting light and the moon reflecting light.

Introduce the class to the concept of a Sharing Moment. Inform the students that for the beginning of
each Science class that you teach we will spend 2 minutes sharing any new information or interesting
facts that you find. Since not everyone will be able to go, inform your students to save their stories for
another class and you will try to make sure that they are heard.

Question: Did anyone find out any more information about Space that they would like to share
with the class?

Assessment: Listening skills and participation

Body (75 Minutes):

Activity #1(15 minutes)
-

Have the class leader hand out the worksheets that introduce the phases of the moon.

Using the PowerPoint Presentation, show examples of each phase of the moon so they can get a visual
idea.

Then illustrate the phases of the moon via PowerPoint and instruct the students to copy the drawings
and label what each of the moons is called. Write on the whiteboard the names of the moon. Have them
follow along and draw the phases using their worksheet while you are drawing the phases on the
Smartboard.

Assessment: Monitor the students ability to do the task

Activity #2 (5 minutes)
-

Hand out the Moon Gazing Worksheet to the students. Inform the students that this will be an ongoing
homework assignment where they must, starting that night, draw the phases of the moon as they see
them in the night sky. This assignment will last for 30 days. Instruct them to write the date in the top
corner followed by a drawing of the moons phase for that particular day as well as the name of the
particular moon phase. Do the previous night with the students so they can see an example of what you
expect.

Tara Nieuwenburg and Kevan Bryant

Assessment: Monitor the students ability to do the task: A completion check will be given at the
end of each day.

Activity #3 (45 minutes)

-

Hand out blank pieces of paper

It has been said that the moon looks like it has a mans face is on its surface. Show an artists rendering
of this man in the moon and inform your students that they will be creating their own version of the
face in the moon.
They can use any medium they wish to create this image of the moon (pencils, charcoal, mixed media,
etc.)
Hand out the rubric for assessment of this assignment and read it over with students.

Assessment: Students will be assessed through a rubric (see following page)

Activity #4 (10 minutes)

-

Once students have completed their drawings, hang them up on a classroom wall from everyone to
view.
Students will discuss and comment on the works displayed during a critique. The critique should focus
on the different techniques used and the elements and principles of design incorporated.
Questions: How has the image used the principles/elements of design? What interesting
characteristics does the drawing have? How has the medium influenced the perception of the
image?

Assessment: Students will be assessed by their participation in the critique

Closure (5 minutes):
-

Give students time to clean up

Remind the class that they need to gaze at the moon tonight to record onto their moon gazing chart.

Concluding Questions
o Are there any questions about the Moon Gazing assignment?
Sponge Activity: All students should be finishing at a similar time, but they can create another face in the
moon if they wish.
Assessment Methods: Students will be evaluated through the attached rubric and through participation
and completion.

CATEGORY

Score

Tara Nieuwenburg and Kevan Bryant

Creativity

Student has
taken the
technique being
studied and
applied it in a
way that is totally
his/her own. The
student's
personality/voice
comes through.

Student has
taken the
technique being
studied and has
used source
material as a
starting place.
The student's
personality
comes through
in parts of the
painting.

Student has
copied some
painting from the
source material.
There is little
evidence of
creativity, but the
student has
done the
assignment.

Student has not

made much attempt
to meet the
requirements of the
assignment.

Design/Composition

Student applies
design principles
(such as unity,
contrast,
balance,
movement,
direction,
emphasis, and
center of interest)
with great skill.

Student applies
design
principles (such
as unity,
contrast,
balance,
movement,
direction,
emphasis, and
center of
interest) with fair
skill.

Student tries to
apply design
principles (such
as unity,
contrast,
balance,
movement,
direction,
emphasis, and
center of
interest) but the
overall result is
not pleasing.

The student does not

appear to be able to
apply most design
principles to his/her
own work.

Drawing

Drawing is
expressive and
detailed. Shapes,
patterns, shading
and/or texture
are used to add
interest to the
painting. Student
has great control
and is able to
experiment a
little.

Drawing is
expressive and
somewhat
detailed. Little
use has been
made of pattern,
shading, or
texture. Student
has basics, but
had not
"branched" out.

Drawing has few

details. It is
primarily
representational
with very little
use of pattern,
shading or
texture. Student
needs to
improve control.

The drawing lacks

almost all detail OR it
is unclear what the
drawing is intended
to be. Student needs
to work on control.

Integrating Art into Science Lesson

Grade: 6 Subject: Sky Science Topic: Planets (Trading Cards)

Length of Lesson: 60 Minutes Date: Feb 17

Related General Learning Outcomes from Program of Studies:

Science: Observe, describe and interpret the movement of objects in the sky; and identify pattern and order in these
movements.
Art: ANALYSIS: Students will study and analyze the individual character of natural objects or forms.
Related Specific Learning Outcomes from Program of Studies:
Science:
9. Recognize that the other eight known planets, which revolve around the Sun, have characteristics and surface
conditions that are different from Earth; and identify examples of those differences.
10. Recognize that not only Earth, but other planets, has moons; and identify examples of similarities and
differences in the characteristics of those moons.

Tara Nieuwenburg and Kevan Bryant

Art:
Natural forms reveal many different structures.
Lesson Objectives:
Students will...
5)
6)
7)
8)

Recognize that there are 8 planets in our solar system

Name the planets from distance from the earth
Describe key characteristics of the planets
Create an artist trading card of one of the planets of their choice, with an image on the front and
corresponding text on the back
9) Evaluate how they depicted the characteristics of the planet through their artistic techniques
Resources Consulted:
-

Artists images including:

o Van Gogh: Starry Night, Starry Night Over the Rhone
o Joan Miro Constellation- The Morning Star
o Georgia OKeefe: Sky Above White

Materials:
-

Artist trading card templates (2.5 by 3.5)

Paints, drawing supplies, glue, scissors, ruler, glitter, markers, special papers, sand, chalk, pastels
Matching reading sheet
PowerPoint on Artists depicting the night sky and the eight planets

Preparation:
-

The room is darkened, with glow in the dark stars and planets arranged on the walls
Matching sheets laid out on table
PowerPoint Loaded
Art supplies ready on side table

Procedure:
Introduction (5 Minutes):
-

Welcome to the Solar System!

In review, can anyone tell me what constellation you are seeing on the wall? What about the
name of any of the planets?
Today we are going to explore our solar system and the planets known within it. You each have a
guided reading sheet at your seat that you will need to follow along and fill in while we go through the
PowerPoint presentation. You will need this information for the planet activity after.

Body (40 Minutes):

-

PowerPoint: This is to show students that the objects we see in space not only influence scientists, but
have also influenced artists over time depicting the day and night sky. Progress through PowerPoint
slides, showing the artistic images first. How were these artists influenced by the solar system?
Did they accurately depict the sky? Was this from their imagination? Questions are on each slide.
Continuing with the PowerPoint, we will show an image of each planet, starting with Earth and
progressing in distance from there. Corresponding information about each planet is on the slide. The

Tara Nieuwenburg and Kevan Bryant

students need to match on their provided sheet the image of the planet and the information, which is
presented in the PowerPoint.
- Now, we are each going to create an artist trading card that has one of the planets of your choice on it.
An artist trading card is similar to a baseball card, but you create it and then trade with someone else.
You can use the information you have on your matching sheet. On the front side of your trading card,
you need to recreate as accurately as possible the planet you choose, using any supplies in this bucket
or technique you choose. On the back of your card, you need to write the name of your planet and the
main characteristics of it. We have a variety of papers to choose from. You have 30 minutes to
complete this.
NOTE: For the Micro-teach, we are going to give our peers the option of recreating a planet or creating
their own. They will have 15 minutes to complete this.
Closure (15 Minutes):
-

Students put away their supplies first, and then go back to their desks where their artist trading cards
are drying.
Explain that we are now going to share our cards. You will walk around the room holding your card
facing outwards so your peers can see your planet. When you find at least three different people, who
will guess what your planet is based on the picture. If they cannot guess correctly, you will give them
a hint by supplying a characteristic written on the back of your card. Once you have both successfully
completed this task, put your trading card on the corner of your desk. Your trading cards will be
collected in a class set once they are dry, and can be used for reference throughout this unit. You can
take your card home (or trade with someone else) when we finish Sky Science. Return to your seats,
and put their matching worksheet in their duo tang.
Concluding critique questions:
o What materials did you use to depict the colour, shape, size, and texture of your planet?
o Were you able to accurately depict your planet with the information you were given?
Were others able to easily identify which planet it was?
o Did you learn any new techniques, or did you find it interesting how someone created
their planet trading card?
o Heads down. Id like to see your thumb up if you feel like you have a good grasp so far on
the planets, or put your hand on your head if you would like to review this tomorrow.

NOTE: For the Micro-teach, we are going to just have each person explain their planet to their trading
partner before they exchange cards
Sponge Activity: All students should be finishing at a similar time, but they can create another planet if
they are finished early. They may not be able to trade this one though.
Assessment Methods: Students will be evaluated through a checklist (below)

Criteria
Complete matching sheet
Pick out a planet
Create an accurate image of their planet on an artist trading card, using any artistic
supplies and techniques
Write out the characteristics of their planet on the back of their artist trading card
Participate in a trading session, showing appreciation and respect for each students
individual artwork
Responsive and reflective to the critique questions

Yes
(1)

No
(0)

Other (specify)
(0.5)

Tara Nieuwenburg and Kevan Bryant

TOTALS

The second largest, but lightest

planet has very bright rings and
33 moons

This gaseous planet is the largest

planet in the solar system. It has
faint rings and 63 moons. It also
has a Giant Red Spot that is
actually a giant storm.
This bright planet has many
craters and is very similar to
Earth. It has large volcanoes
and no moons.

Tara Nieuwenburg and Kevan Bryant

This small and rocky planet has

many craters but no atmosphere
or moons. It is also the closest
planet to the sun.
This planet is home to the
largest volcano in the solar
system. It is known as the red
planet and has two moons and
no water. It also has a 2000km
crater.
This is the only planet in the
solar system that has water
existing in liquid form, and has
more water than land. It only
has one moon.
This gaseous methane planet
has 21 moons and faint rings. It
orbits while lying on an angle
of
97
degrees,
almost
completely on its side.
This gaseous methane planet
has 13 moons and faint rings.
One year on this planet is 165
Earth years. It also has a `Dark
Spot` that recently vanished.