INTEGRATING ART INTO THE

SCIENCE CURRICULUM

By: Sarah Page

PROCESS Researched why art integration with a core

subject is beneficial.

Focused on primary grade (K-3) for lesson plans.

Why?—gives variety of topics, standards, and art ideas addressed throughout the lessons.

Made with materials that are accessible in most schools.

CONNECTED READINGS FROM CLASSArt Integration A Methodology for Learning (Goldberg)

Expand expressive outlets and provide a range of learning styles for all children Allows the different learning styles to be able to

communicate their understandings. Enable freedom of expression for second language

learners Express their understandings because there is less

dependence on using the English language Open venues for inclusive education and reaching out

to exceptional learners Student’s with different abilities are able to participate in

learning. Provide a stage for building self-esteem

Helps learning become more enjoyable for students and can raise the self-esteem of struggling students

Encourage collaboration and intergroup harmony Opportunities for individuals to work cooperatively and

share their knowledge with one another. Empower Students and Teachers

Get a sense of their peers as unique individuals with interesting ideas and skills. Respect others’ efforts.

Deepen teachers’ awareness of children’s abilities and provide alternative methods of assessment Sees child in multiple ways and has more information to

assess the students’ understandings. Provide authentic cultural voices and add

complexity to teaching and learning Introduces students to the voices, images, feelings, and

ideas of a group of people and offers a wider range of experiences.

CONNECTED READINGS FROM CLASS

Artistic Choices: A Study of Teachers Who Use Arts in the Classroom (Oreck) General creative and artistic attitudes are key

to art use in the classroom Diversity of learning styles and needs among

their students. Individually find effective ways to incorporate

the arts into the academic curriculumReading the Image and Viewing the Words (Fountas/Olson) Closer observation resulted in more

description. Led students into a deeper level of inquiry.

OUTSIDE READING SOURCE Creating an Arts Integrated School

Effective in engaging and motivating students in their academic achievement.

Suggests integration to occur in three phases.

Begin at ground level and work through integrating art until it is incorporated with all core content areas

SCIENCE LESSON PLANS

WITH ART INTEGRATION

KINDERGARTEN LESSON PLANS Lesson Description

Study the nocturnal animals in the area (such as the owl). Discuss the animals physical characteristics and the environment they live in.

StandardK.4.2 Observe plants and animals,

describing how they are alike and how they are different in the way they look and in the things they do.

WHO’S HOOTING?Made with construction paper, glue, and scissors.

Lesson DescriptionStudy the different flowers and plants that

are planted in the different seasons. Discuss the advantages and disadvantages of the different types of garden plants.

StandardK.4.1 Give examples of plants and animals.K.6.1 Describe an object by saying how it is

similar to or different from another object.

BOX BOUQUET

Made with construction paper, tissue paper, glue, scissors, and chalk

1ST GRADE LESSON PLANS Lesson Description

Learn about different animals and the environments they live in. Discuss their habitats and what the different animals eat as their sources of food.

Standard1.4.3 Observe and explain that animals eat

plants or other animals for food. 1.4.4 Explain that most living things need

water, food, and air.

STICK PUPPETSMade with poster board, craft sticks, scissors, glue, and markers

Lesson Description Learn about the three states of matter-solid, liquid,

and gas and their characteristics.

Standard 1.3.1 Recognize and explain that water can be a

liquid or a solid and can go back and forth from one form to the other. Investigate by observing that if water is turned into ice and then the ice is allowed to melt, the amount of water is the same as it was before freezing.

1.3.2 Investigate by observing and then describe that water left in an open container disappears, but water in a closed container does not disappear.

SOLID, LIQUID, AND GAS MOBILEMade with markers, construction paper, paper clips, string, paper towel rolls.

2ND GRADE LESSON PLANS Lesson description

Students will learn about the life cycle of a butterfly.

Standard2.4.2 Observe that and describe how

animals may use plants, or even other animals, for shelter and nesting.

PAPER PLATE BUTTERFLY LIFE CYCLEMade with paper plate, construction paper, uncooked pasta, sticks, leaves, flower, glue.

Click icon to add picture

Lesson DescriptionLearn about the four different seasons in

Indiana and what changes take place with the seasons (plants, animal coats, weather, clothing, sports, etc).

Standard2.3.1 Investigate by observing and then

describe that some events in nature have a repeating pattern, such as seasons, day and night, and migrations.

SEASONAL CIRCLESMade with crayons, colored pencils, glue, scissors, construction paper

3RD GRADE LESSON PLANS Lesson Description

Students will learn about the water cycle in order to have a deeper understanding of weather and weather systems

Standard3.3.5 Give examples of how change, such

as weather patterns, is a continual process occurring on Earth.

DIORAMA OF WATER CYCLE

Made with poster board, markers, and construction paper.

Lesson DescriptionStudents will learn about volcanoes and

their effects on Earth. Students will create their own model of a volcano.

Standard3.6.3 Explain how a model of something is

different from the real thing but can be used to learn something about the real thing.

POSTER BOARD VOLCANO

Made with posterboard, masking tape, paint, bottle

MY FUTURE CLASSROOM AND TEACHING PHILOSOPHY Allows different learning styles

(kinesthetic, auditory, sensory) to be incorporated.

Art integration allows for more wholesome instruction Student can gain deeper connection with

content through the visual. Hands-on and active learning in the

science classroom as opposed to traditional teaching.

Teacher is able to learn from student and his/her work and vice versa.

BIBLIOGRAPHYText sources:• Reading the image and viewing the words: Languages

intertwined by Fountas and Olson.• Art integration: A methodology for learning by Goldberg• Artistic choices: a study of teachers who use arts in the

classroom by Oreck• Creating an arts integrated classroom http://

www.artseveryday .org/Educators/detail.aspx?id=212

Visual Sources• http://www.crayola.com/lesson-• plans/http://

www.stormthecastle.com/how-to-make-a/how-to-make-the-easy-volcano.htm

• http://www.scholastic.com/teachers/lesson-plan/amazing-world-volcanoes

• http://3.bp.blogspot.com/_kEvUNPRz4pA/SW18zeCOd_I/AAAAAAAAArc/UTj2RHYxneU/s400/bowling+plumbing+water+cycle+001.jpg

• http://www.lessonplanspage.com/scienceciwatercycleandweathersystems3-htm/

• http://www.rainbowstarbooks.com/butterflyunit