Biology Project
Digital Photography + Biology
Grade Levels: 9, 10, 11, 12
Author: Erin Day

Project Summary
In this project, art and science merge when the photography class works with the biology class. Students are assigned to groups of four and are challenged to create a biology article for the National Geographic Website. The topic is up to them; it just must be concerned with the study of life and living organisms. The students are assigned roles, photographer, producer, designer, and editor. All students must write and conduct research. Students will create a web article and a slide show about their subject. The project will end with a display of the students’ work and a discussion about what they learned about their subject, and working collaboratively.

Course Throughlines
-How do images shape our view of the world?
-What are the social, political, historical uses of past and present photography?

Enduring Questions
-How can we work effectively as a team to research and produce an engaging web article about a living organism or a biological process?

Essential Questions
-How can we brainstorm and agree on a topic?
-How can we organize our research and create a narrative?
-How can we design and edit our project so it is unified and cohesive?

Objectives
-Students will develop a deeper understanding of how images are used in society.
-Students will develop a better ability to work effectively in a group.
-Students will increase their ability to conduct and organize research, and create a narrative.
-Students will gain an increased self-knowledge about a living organism or a biological process.

Materials
Digital still cameras, Adobe Photoshop, Adobe Illustrator, Word Press.

Vocabulary
Cells, Genes, Organisms, Biochemistry, Molecular Biology, Cellular Biology, Physiology, Ecology.

Artists
Man Ray, Karl Blossfeldt, Berenice Abbott, Harold Edgerton, Paul Caponigro, David Doubilet, Andy Goldsworthy, Barbara Bosworth, Magnified images of cells.

Studio Habits of Mind
Develop Craft, Observe, Stretch and Explore, Envision, Express, Reflect, Engage and Persist, Understand Art World.

Massachusetts Visual Arts Standards
1.9 Demonstrate the ability to create 2D and 3D works that show knowledge of unique characteristics of particular media, materials, and tools. 1.10 Use electronic technology for reference and for creating original work. 1.11 Explore a single subject through a series of works, varying the medium or technique. 1.12 Describe and apply procedures to ensure safety and proper maintenance of the workspace, materials, and tools. 2.12 Apply knowledge of color theory to a project focusing on the use of grades complementary colors. Be able to use values of colors in wet and dry media to create the illusion of 3D form on a 2D surface. 2.13 Use color, line, texture, shape, and form in 2D and 3D work and identify the use of these elements in the compositions of others Examples include: line as edge treatment and in patterns; color temperature, mass and volume as functions of color, size, perspective; negative space; visual and surface textures. 2.15 Create artwork that demonstrates understanding of the elements and principles of design in establishing a point of view, a sense of space, or a mood. 3.8 Create representational 2D artwork from direct observation and from memory that convincingly portrays 3D space and the objects and people within that space. 3.9 Create 2D and 3D artwork that explores the abstraction of ideas and representations. For example, students make images that represent abstract concepts such as respect for human rights, empathy, solitude, community, justice, or injustice. 3.10 Create 2D and 3D images that are original, convey a distinct point of view, and communicate ideas. 4.9 Demonstrate the ability to conceptualize, organize, and complete long-term projects, alone and in group settings. Conceptualize: plan, generate ideas, make preliminary sketches, participate in discussions, imagine outcomes, and set goals; Organize: choose materials and techniques to attain the desired look and feel; maintain work space and personal schedule; review progress of work with others; and revise work appropriately; Complete: prepare work for presentation or exhibition. 4.10 Demonstrate the ability to develop an idea through multiple stages, responding to criticism and self-assessment. 5.8 Demonstrate the ability to compare and contrast two or more works of art, orally and in writing, using appropriate vocabulary. 10.3 Continue the above and apply knowledge of cultural institutions to learning in the arts and other disciplines

Procedure

Day 1

Lecture: I show the students a slide presentation of scientific images and introduce the project.

Discussion: I tell the students about the different types of biology; the students and I create a list of living organisms and biological processes.

Students at Work: I assign students to their groups, and tell them to narrow their topic by the end of class. I walk around the room listen to and talk with the groups of students.

Lecture: I wrap up the class and tell the students their homework is to begin research. Each student must spend 20 – 30 minutes learning about their subject, and must bring two reliable sources to the next class. They can gather information by watching television or video; listening to audio; reading web or print journals, articles and books; or interviewing an expert. Each group must have a minimum of eight reliable and cited sources.

Day 2

Students at Work: Students brainstorm in groups. They make a list of questions they want to answer about their subject. I help each group focus in on their topic and solidify their ideas. Students begin to decide how to illustrate their topic and design their web article.

Lecture: I wrap up the class and tell the students that they should have a final outline and list of sources in two days.

Day 3

Students at Work: Students research, write and began to photograph their subject.

Lecture: I wrap up the class and remind the students that they should have a final outline and list of sources for next class.

Day 4

Students at Work. Students research, write, and photograph their subject. I discuss their outline and sources with each group.

Day 5

Students at Work. Students research, write, and photograph their subject, and begin to graphically design article. I help individual students and groups of students.

Day 6

Students at Work. Students write, photograph, edit and graphically design article. I help individual students and groups of students.

Day 7

Students at Work. Students edit their writing, photographs and design. I help individual students and groups of students.

Lecture: I remind students that they only have two classes left to finish their project.

Day 8

Students at Work. Students edit their writing, photographs and design. I help individual students and groups of students.

Lecture: I remind students that they only have one class left to finish their project.

Day 9

Students at Work. Students edit their writing, photographs and design. I help individual students and groups of students.

Lecture: I remind students that their project must be posted to their blog by the start of the next class.

Day 10

Critique: Students present work to the class and discuss what they learned about their topic, and how they worked together as a group.

Assessment
Each section is worth 1/4 of the final grade. The teacher addresses the questions and responds to each student in writing.

-Did the student contribute to the group? Did they display leadership skills, take on extra work, and help others? Did they have a good attitude? Did they take on their fair share? Were they on time to group meetings? Did they treat others with respect?

-Did the project display knowledge of a living organism or biological process? Was the student able to answer questions or speak about their subject in depth?

-Did the article appear unified and well organized?

-Did the student participate in the group discussions and offer constructive advice that goes beyond, “I like…” statement?