Susan Baldwin and Emily Kang Art, Science & Materials Model/Modeling Connection to Materials Science Resources Needed for Concepts Possibilities Models Art: architectural design Students design, create, Students will construct a handheld  drawing Paper 2-D to 3-D. construct and use greenhouse. greenhouse using Popsicle sticks  pencil 1. Students will predict their for the frame and covering with  straight Edge 6th-8th grade Art standards: results, design and follow the foil, wax paper or plastic wrap.  20 popsicle sticks 1.3 Describe how artists can show scientific method during the  foil the same theme by using different hypothesis, construction, data  plastic wrap media and styles. collection, and conclusion phase  wax paper 1.4 Describe how balance is of the unit.  computer lab (paint program) effectively used in a work of art 2. Students draw a 2 pt.  tape (e.g., symmetrical, asymmetrical, perspective house (teacher  scissors radial). 2.2 Apply the rules of two-point guided step by step with  glue perspective in creating a thematic PowerPoint lesson) using  Teacher-made the greenhouse work of art. Microsoft Paint in the computer model. 2.3 Create a drawing, using varying lab.  2 pt. perspective powerpoint tints, shades, and intensities. 3. Students expand their 2.4 Create increasingly complex experience drawing their own original works of art reflecting individual 2 pt perspective house personal choices and increased design building on prior technical skill. knowledge from their Microsoft 3.2 View selected works of art Paint experience using straight from a culture and describe how edge, paper and pencil. they have changed or not changed in theme and content over a period 4. Students will construct a of time. handheld greenhouse using 4.1 Construct and describe Popsicle sticks for the frame and plausible interpretations of what covering with foil, wax paper or they perceive in works of art. plastic wrap. 4.3 Develop specific criteria as individuals or in groups to assess and critique works of art. 4.4 Change, edit, or revise their works of art after a critique, articulating reasons for their changes. 5.5 Establish criteria to use in selecting works of art for a specific type of art exhibition.

Science: Greenhouse Effect, and Greenhouse model  Students will explore the  Thermometers origin of materials. properties of common  Access to internet to show 6th grade Science Standards: materials. YouTube clips on origin of Heat (Thermal Energy)  Students will choose a material materials. 3.a. Students know energy can be to cover their greenhouse  Greenhouse Effect carried from one place to another by structure (in Art class). powerpoint heat flow or by waves, including  Students will test their water, light and sound waves, or by greenhouse for changes in air moving objects. temperature and compare their d. Students know heat energy is also results with other students. transferred between objects by  Students will modify their radiation (radiation can travel design based on their results to through space). construct a final greenhouse. Energy in the Earth System  Students will justify their final 4.b. Students know solar energy design by writing an analysis reaches Earth through radiation, of their results and mostly in the form of visible light. communicate it to the rest of Resources the class. 6.c. Students know the natural origin of the materials used to make common objects. Investigation and Experimentation 7.a. Students will develop a hypothesis. b. Select and use appropriate tools and technology to perform tests, collect data, and display data. c. Construct appropriate graphs from data and develop qualitative statements about the relationships between variables. d. Communicate the steps and results from an investigation in written reports and oral presentations. e. Recognize whether evidence is consistent with a proposed explanation.

Materials Science Content: Greenhouse model  Students will explore the 1. There are different properties of common kinds/classifications of materials materials. 2. Different materials have  Students will choose a material different structures to cover their greenhouse 3.Different structures have or lead structure (in Art class). to different properties 4.Material properties determine functionality – material choices should be based on a. Functional needs (strength, texture, temperature stability, flexibility, permeability, etc.) b. Aesthetic needs (color, texture, density, etc.)