Science is so much fun! Art is so much fun! Students move from class to class with little thought to how the subjects relate to one another. I want to help my students use their science inquiry process skills to support their interest in art.
These thirteen and fourteen year old young men and women live in rural South Carolina where the mills and industries have all closed in the past five years.
Many of their parents are out of work or travel 35-50 miles to make a living for their families. As they continue to move through the grade levels, they are offered more choices but more and more emphasis is put on career education, leaving little time for things they enjoyed as an elementary student, such as art.
My Project
There are numerous goals with this lesson. First, students will see how they combine two content areas that support one another, allowing them to visualize how their future careers can utilize more than one skill. Second, this will allow me to identify which students need help with science process skills with a safe lab activity before we move onto activities with more safety precautions. Third, students will be verifying if a company used colors correctly. Students will go through the scientific method using their process skills as they explore how Sanford (the pen company) has put colors together to create their 10 distinctly smelling Mr. Sketch markers. My students put colored dots using Mr. Sketch markers on the chromatography paper then place the paper in the vial with water. Students will then determine if Sanford mixed the primary colors to make secondary and tertiary colors.
I would love to reinforce science inquiry process skills with my students at the start of each year with a lab that combines art and science together.
By providing students with an opportunity to show what they know in one content area, I can observe what they don't know in another. This will allow them to feel comfortable as we begin our exploration of the science world together therefore instilling in them how two content areas can be combined.
Nearly all students from low‑income households
Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more
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