resource book - · pdf fileks2 science curriculum. 2 ... organsims, pupils may start the...

ILLUSTRATING SCIENCE RESOURCE

BOOKMICRO-ORGANISMSMark Oliver

THE HOUSE OF ILLUSTRATIONILLUSTRATED IDEAS FOR INCORPORATING CREATIVE PRACTICE INTO THE KS2 SCIENCE CURRICULUM

MICRO-ORGANISMS:

Micro-Organism Fact CardsSee examples of pupils’ fact cards in the Illustrating Science Project Galleries online.

Micro organisms are so various in their characteristics, behaviour and environment that their categorisation into species has been a contraversial subject from its beginnings. The microscopic size of many of these organisms is such that their appearance to us is often mediated through digital imaging software and illustration. In fact sometimes the characteristics of a micro organsism are better communicated through illustrations than photographic images.

The goal of this project is to explore the wide variety of organisms that are a part of our world, learn about their characteristics, our relationship with them and to think about the ways scientists categorise things in order to understand them.

The outcome will be a set of micro organism fact cards which can be used as a learning tool and scientific discussion point.

Materials: You will need...Blank fact card templates printed onto heavy cartridge paper

Micro-organism images printed

Watercolour materials see the Watercolour for Botanical Illustration for materials and technique

Fact Card IllustrationsTo produce a set of fact cards as a class activity, each pupil is allocated a micro organism. Each pupil engages with this subject in two stages:

1. Pupils read facts about their micro organism and imagine how they might look. To do this, they must consider the characteristics of their organism, its environment and behaviour.

2. Each pupil is presented with an image of their micro organism, and uses it to produce an illustration of their micro organism from observation.

For this project, the class can use the set of readymade template fact cards prepared with a selection of micro organisms and facts; or they can choose a micro organism themselves and research facts about the organism independently. In this instance, the first phase of the illustration will not be produced ‘blind’ (without having seen any images in advance) as described below, but can be produced from memory, with an element of imagination permitted to emphasise certain characteristics.

MICRO-ORGANISMS: MICRO-ORGANISM FACT CARDS

Thumbnails:

To help the class envision their organisms, and develop their visual ideas for depicting the characteristics of their organsims, pupils may start the activity by producing four rapid, loose illustrations on a sheet of A4 (folded twice to divide into four sections). This should take no longer than 15- 20 minutes. The goal is not to produce a finished drawing, but to experiment with ideas and produce some options for a final illustration. This is a key part of the design process when producing illustrations.

Using The Templates:

Using the templates The front and reverse of the fact card templates supplied with this resource are laid out side by side on a sheet of A4. This can be printed or copied onto A3 to produce larger work for display etc...The card can be made using this template by either (a) cutting each side out with scissors, and glueing them together, or (b) folding the sheet in half, then glueing it shut, and trimming afterwards with scissors.

Fact Card Reverse: ‘Blind Illustration’

This creative activity applies imagination to scientific facts. The class will need copies of the fact card templates supplied with this resource, printed on heavy cartridge paper if possible. Pupils must now select their favourite of the four thumbnails, or some combination of their favourites, to develop into a ‘blind’ illustration pencil drawing to use as a design for the reverse of their fact card, using their imagination based on reading and discussing of facts about their micro organism. These illustrations can be finished with coloured pencils or watercolours. For technical advice on using watercolours, please refer to the Using Watercolour for Botanical Illustration, included with the Plant Life Cycles section of this resource.

Fact Card Front Illustration:

This creative activity combines scientific learning, imagination and visual communication of the images they are presented with.For the front of the card, pupils must produce an illustration to accompany the facts about their micro organism, based on a visual image. At this stage, distribute the images which accompany the micro organisms fact card templates so that each pupil has an image of the organism which they have been illustrating.Now a smaller illustration can be produced for the window above the fact box, based on observation of their given image, and consideration of the facts about the micro organism. Again, these illustrations can be finished with coloured pencil and/or watercolours. The borders for each card can be filled using colours appropriate to the featured illustrations.

name oforganism:

A group of viruses which cause respiratory disease, including one form of the common cold.

It is a medium sized virus, shaped like an icosahedron.

It is covered in spikes, which help it attach to cells.

There is no known cure for the Adenovirus, the best way to avoid it is to wash your hands!

Adenovirus

name oforganism:

A group of viruses which cause respiratory disease, including one form of the common cold.

It is a medium sized virus, shaped like an icosahedron.

It is covered in spikes, which help it attach to cells.

There is no known cure for the Adenovirus, the best way to avoid it is to wash your hands!

Adenovirus

Applications And Ideas For Using The Fact Cards In The Classroom:The cards are designed to be interacted with openly. Games or activities can be developed through playing with a set.

SOME SUGGESTIONS:

Categorisation Game: Ask pupils to group the cards into categories using a variety of criteria, including...

Helpful and harmful? •Bacteria, virus, other? •Single celled? •Ask pupils to come up with other criteria for •categorization

There are many distinguishing qualities to micro organisms, and working with these will prompt interesting questions about our relationship with, and understanding of micro organisms, and the problems scientists encounter when studying these (and other) life forms.

True/ False Guessing Game: How much can you tell about the micro organism from the ‘blind’ illustration on the reverse of the card? One pupil can hold the card with the information facing them, while another looks at the image on the reverse and makes guesses about what kind of micro organism is on the card.

Memory Game: with all of the cards placed face down on the table, each player has set of 5 template cards with names & facts but no images. Players take turns to flip cards which they think are one of their set. The first player to find all 5 of their micro organisms is the winner.

References:Wellcome Collection Image Library:www.images.wellcome.ac.uk

Cells Alive! Micro biology learning websitewww.cellsalive.com/toc_micro.html

Ersnt Haeckel’s ‘Art Forms in Nature’www.en.wikipedia.org/wiki/Kunstformen_der_Natur

5MICRO-ORGANISMS: MICRO-ORGANISM FACT CARDS

AdenovirusImages courtesy of the Wellcome Image Library www.images.wellcome.ac.uk

Aspergillus3. www.commons.wikimedia.org/wiki/File:Aspergillus_on_tomato.jpg4. US Department of Health and Human Services, Center for disease control www.niaid.nih.gov/dir/labs/lci/aspergillus.gif5. www.niaid.nih.gov/dir/labs/lci/aspergillus.gif dbmd/mdb/diseases.html

Bradyrhizobium Japonicum6. www.remf.dartmouth.edu/images/RootNodulesTEM/source/rootnodule_80937_33kx.html

Campylobacter Jejuni7, 8. Images courtesy of the Wellcome Image Library www.images.wellcome.ac.uk/

Clostridium Difficile9. Image courtesy of the Wellcome Image Librarywww.images.wellcome.ac.uk/

Coccolithophore10. Image: Richard Lampitt, Jeremy Young, The Natural History Museum, London Source: www.planktonnet.awi.de/11. Image: Photo by NEON ja, colored by Richard Bartz Source: www.en.wikipedia.org/wiki/File:Gephyrocapsa_oceanica_color.jpg

Diatoms12. Image: Popular Science Monthly Volume 41 www.archive.org/details/popularsciencemo41newy13. Image: U.S. National Oceanic and Atmospheric Administration Source: www.photolib.noaa.gov/htmls/corp2365.htm

E. Coli (Escherichia coli)14, 15, 16 Images courtesy of the Wellcome Image Library www.images.wellcome.ac.uk/

Fusarium Oxysporum18. Image: United States Department of Agriculture Source: www.ars.usda.gov/is/graphics/photos/k7725-1.htm 20. Image: USDA Forest Service Source: www.forestryimages.org/browse/detail.cfm?imgnum=1570296

Helicobacter Pylori17. Image courtesy of the Wellcome Image Library www.images.wellcome.ac.uk

Morbillivirus (Measles)19. Image: Centers for Disease Control and Prevention’s Public Health Image Library, identification number #8429

MRSA21. Image courtesy of the Wellcome Image Library www.images.wellcome.ac.uk

Norovirus22. Image courtesy of the Wellcome Image Library www.images.wellcome.ac.uk

Nostoc23. Image courtesy of the Wellcome Image Library www.images.wellcome.ac.uk

Orthomyxoviridae (Flu)24, 25, 26. Images courtesy of the Wellcome Image Library www.images.wellcome.ac.uk

Penicillium Expansum27.. Image: H.J. Larsen, Bugwood.org Source: www.insectimages.org/browse/detail.cfm?imgnum=536220028. Image: www.commons.wikimedia.org/wiki/File:Penicillium_expansum_ conidiophores_40X_%282%29.png

Saccharomyces Cerevisiae29, 30 ,31, 32. Images courtesy of the Wellcome Image Library www.images.wellcome.ac.uk

Streptococcus Pneumoniae33. Image courtesy of the Wellcome Image Library www.images.wellcome.ac.uk

Varicella Zoster virus (Chickenpox)34. Image: Centers for Disease Control and Prevention’s Public Health Image Library, identification number #1878

Variola major (Smallpox)35. Image:Centers for Disease Control and Prevention’s Public Health Image Library, identification number #1849

Thiomargarita Namibiensis36. Image: NASA Source: www.daac.gsfc.nasa.gov/oceancolor/scifocus/oceanColor/sulfur_plume.shtml

ACKNOWLEDGEMENTSThis resource was commissioned and edited by Emily Jost, House of Illustration’s Education Manager, and designed by Mark Long. The contents have been devised and illustrated by Liv Bargman, Mark Oliver and Sion ap Tomos, with additional illustrations by the pupils of Thornhill Primary School.

The project and resource was made possible by generous support from the Wellcome Trust.

With thanks to scientists Sarah Gerver and Kath O’Reilly from Imperial College, London.

With thanks to teachers and pupils from Sir John Cass Foundation Primary School, Thornhill Primary School and Torriano Junior School.

Mark Oliver ‘Micro-organisms’was compiled by Mark Oliver. Mark Oliver is a London based artist and illustrator. He produces drawings, prints and sculpture in response to both commissioned and self initiated research.

His creative practice is informed by his undergraduate studies, and continued interest in philosophy. Recent projects have addressed architectural politics, with reference to Joseph Paxton’s Crystal Palace, Olympic stadiums and R. Buckminster Fuller’s geodesic domes.He also publishes comics, zines and artists books via his small press project, Dancing Eye.

www.dancingeye.co.uk/markoliver

resource book - · pdf fileks2 science curriculum. 2 ... organsims, pupils may start the...

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