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Mega Molecules—Scientific Sculptures

March 2, 2020

Lesson Level

6th Grade

Lesson Category

Science

Lesson Content

Seven 50-minute classes

Mega Molecules Art Integration Lesson Plan - Sun Valley Museum of Art

Small groups of students choose a molecule.

Then, individually, students create the elements of the molecule compound using paper manipulation techniques including kirigami and quilling. The individual elements are then combined into one sculpture to create the compound.

Objectives:

Students will create an element
Students will work together to create a molecule
Students will present their work to the class
Students will write an artist’s statement

Basic Outline of the Lesson:

Introduce of the project
Introduce the materials and let students experiment with them
Students create sculptures
In small groups, students combine sculptures to create molecules
Students present their molecules
Students write their artist’s statements

Art Supplies:

Miscellaneous colored paper
Miscellaneous colored card stock
Pencils / erasers
Rulers
Cutting boards
X-ACTO knives / blades
Scissors
Glue sticks
Hot glue guns / glue gun sticks
Tape
Drawing paper
Tag board for presenting molecules

Other Resources:

Examples of paper sculptures and how to manipulate paper (kirigami and quilling)
Molecule list
Slide show to introduce project and related artwork (see outline at the end of the lesson plan)

Idaho State Learning Standards:

Arts and Humanities: Anchor Standard 4: Convey meaning through the presentation/performance/production of an original work or unique interpretation of a work.

Objective PR1.1 Combine knowledge and understanding from two or more disciplines to present/perform their original or interpreted works for an audience
Objective PR1.2 Convey meaning through their presentation/performance

Physical Sciences: PS1-MS Matter and Its Interactions

PS1–MS–1: Develop models to describe the atomic composition of simple molecules and extended structures.
Further Explanation: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball and stick structures, or computer representations showing different molecules with different types of atoms.
PS1.A: Structure and Properties of Matter
Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. (PS1-MS-1)

Academic Language:

Subject area language: atom, compound, molecule
Art language: paper manipulation, quilling, kirigami

Student Use of Vocabulary:

Students will use the words when creating their projects, presenting their molecules and writing their artist statements

Student Grouping:

Students will work in small groups and individually

Instructions

Day 1 – Introduction

Introduce the project with a slide show (see additional resources)

Questions to ask during the slide show include:

What do you see?
How do you think the artists created this art?
Why do you think the artists created this art?
How do you think these artists used science in their art?

Explain the creative process for the project

Demonstrate paper manipulation techniques

Kirigami (decorative paper cutting and folding)
Quilling (rolling and gluing paper)

If time remains, students can experiment with paper techniques

Day 2 – Artmaking

Divide students into small groups based on compound /molecules and the number of elements in each

Some students can work alone if the atom has only one element

Students should begin designing and sketching their sculpture

Day 3 – Artmaking

Discuss/demonstrate how to safely use an X-ACTO knife and glue gun

Students should start working on creating their sculptures, using the paper manipulation techniques

Students should refer to their sketches when creating their elements

Day 4 – Artmaking

Students should work on creating their sculptures

Encourage the students to finish their sculptures

Day 5 – Artmaking

Students should finish their elements

Students should work in their groups to arrange and connect their sculptures on the poster board

Students should use paper manipulation techniques to connect their sculptures

Remind students to put their names on the back of the poster board

Day 6 – Presentations

Student groups should prepare to present their sculptures to the class

Students should present their sculptures to the class

At the end of the class, the teacher can collect student work to display in the hall

Day 7 – Artist Statements

Students should write their individual artists statements

Lesson Plan Video

Slide Show Outline

Slide examples:

Our goal for this project is to facilitate the opportunity for students to identify their strengths and explore them through the metaphor of an animal. Additionally, teachers may want to implement a cultural element to promote cross-cultural exploration and connection.

We incorporated a cultural element by connecting the project to Native American tribes in Northwestern Canada.

We used the second slide to show examples of how the different tribes used different artistic elements in their mask and totem making.

Techniques and Colors usage: we focused on techniques of form and color in how they functioned to communicate certain symbolic and cultural meanings through the masks.

We went through different colors and their symbolic meanings.
We also showed how different stylistic techniques are used.
We showed how these differed from tribe to tribe.
We also noted that students could connect their own personal meanings to colors.

A sequence of different examples of animal masks were then shown and students were asked to identify colors, techniques, and textures used.

Uses of Masks: go over how masks were used and their purpose within a cultural framework.

Choosing your spirit animal: Provide questions to encourage students in their consideration and identification of strengths.

What are my strengths?
What are some words that describe me?
What do I like to do? What do I do a lot? What character traits do I poses?
Have you ever been drawn to a particular animal or creature?
Does a certain animal appear a lot in your life?
Have you ever had a recurring dream in which a specific animal often appears?

Thinking about Strengths: students will get out a blank piece of paper and record their strengths, things that are important to them, and describe their personality.