Eed 435 Life Science Integration
Life Science Art Integration
Tammy Davis
EED 435
Instructor: Rachael Eggers
February 13, 2012
Life Science Art Integration As we begin our unit on Animals and Their Environment, I thought it would be a good idea to include a couple of photographs and a skit. By incorporating these into our unit, we will help emphasize the importance of animal environments through visual art and performing art.
Visual Art (Photographs):
This photograph illustrates the importance of camouflage when choosing an environment in which to live. Animals need to blend in with their environment to survive in certain situations. The lines in this photograph, created by the tree bark, help to draw attention to the owl. The contrast in the photograph reveals …show more content…
the way nature creates the perfect canvas. The texture is made apparent by the bark and the feathers which add interest to the photograph. The contrasting effect made by the owl and the tree is amazing; the bark makes it feel rough while the feathers create a soft and smooth feeling. The focal point of the photograph is the owl, although one may not recognize it at first, due to its ability to camouflage.
The gecko in this photograph helps illustrate the importance of having food and water within your environment.
If the environment an animal chooses does not provide adequate food or water sources, the animal will not survive. This photograph creates balance by using the leaves to develop a sense of stability. The emphasis of the photograph is capturing the gecko licking the plant. The negative area in the photograph appears blurred and out of focus, keeping the emphasis on the gecko. The vivid colors and texture help balance the photograph while the blue eyes become a focal …show more content…
point.
Performing Art:
Biomes: Animals and Plants in Their Habitats
Script
This is the first one-third of the script:
CHARACTERS:
ZOO KEEPER
KINGSNAKE
HERCULES BEETLE
AFRICAN ELEPHANT
LEOPARD GECKOS
STARFISH
MACAWS
GRASS
POLAR BEARS
ALLIGATORS
MUSHROOMS
CACTI
and a CHORUS composed of all students who are not playing roles on stage at the time.
(Alarm rings. KINGSNAKE, ELEPHANT, and BEETLE run onto stage. THEY scurry around, and then the KINGSNAKE yells to the other two):
KINGSNAKE: Freeze! Here comes the zoo keeper!
(THEY freeze in silly positions. ZOO KEEPER runs in, looks all around but can’t find them.)
ZOO KEEPER (after looking around the stage, to audience): Some animals have escaped from the zoo! Keep your eye out. They’re very good at hiding—especially that elephant.
(HE exits. The THREE animals unfreeze, and then run off the other direction.)
Song 1 –
CLASS:
Once there were some critters
So tired of the zoo
They want back to nature
But do not have a clue.
What habitat would suit them?
What spot would be their niche?
What could they adapt to?
What place would scratch their itch?
So one dark night
They all took flight
To find a brand new home
Who could have guessed
They’re on a quest
To find the right biome.
Biome
The right biome
They’ll search day and night
Biome
The right biome
We hope they can cite the right biome.
It could be a desert
That’s hot and very dry
It could be grassland
With grass that’s four feet high.
It could be fresh water
In which you’d like to jump
It could be a forest
As long as it’s not Gump.
(ALL pause and shrug)
Yeah it could be
Some salty sea
There’s lots of life in there
They may go forth
Far to the north
To tundra cold and bare.
Biome
The right biome
They’ll search day and night
Biome
The right biome
We hope they can cite the right biome.
The right biome.
The right biome.
(KINGSNAKE, BEETLE, and
ELEPHANT (= THE TRIO) enter, with two LEOPARD
GECKOS right behind.)
BEETLE: Great job knocking over that fence, Elephant.
ELEPHANT: I did that?
KINGSNAKE: I thought elephants never forget.
ELEPHANT: Oh yeah. I forgot.
KINGSNAKE: Okay, Beetle, what do we do now?
BEETLE: I don’t know, King snake. I guess we just settle down. Maybe buy a condo. LEOPARD GECKO #1: You can’t do that!
ELEPHANT: Who are you?
LEOPARD GECKO #2: We’re Leopard Geckos. Remember? We escaped with you.
ELEPHANT: We ESCAPED?
KINGSNAKE (to GECKO): What do you mean, we can’t settle down here?
LEOPARD GECKO #1: You have to find your right biome.
BEETLE: Biome?
LEOPARD GECKO #1: Sure! The right habitat for your species—what you’re adapted to.
LEOPARD GECKO #2: Take us Geckos. We’re adapted to the deserts of central
Asia.
LEOPARD GECKO #1: And we’ve adapted a great way to escape desert predators—when someone tries to grab us by the tail, it falls off!
LEOPARD GECKO #2: You need to find the right biome for each of you.
Song 2:
LEOPARD GECKOS:
Go find your
Go find your
Find your place.
Animals and plants adapt
Go find your place
If they don’t then they get zapped
Go find your place.
Camels can drink once a week
Because it’s dry
Put a penguin in their place
And kiss that bird good-bye.
Kiss that bird good-bye.
GECKOS and CHORUS:
Go find your
Go find your
Find your place.
GECKOS: You and where you live are linked
CHORUS: Go find your place
GECKOS: Either that or go extinct
CHORUS: Go find your place.
GECKOS:
Arctic foxes’ fur turns white
To match the snow
Put them on the forest floor
And suddenly they glow.
Suddenly they glow.
GECKOS and CHORUS:
Go find your
Go find your
Find your place.
Go find your
Go find your
Find your place.
LEOPARD GECKO #1: Good bye! We’re off to our biome.
LEOPARD GECKO #2: Good luck finding YOUR habitat!
(THEY exit.)
KINGSNAKE: We’d better get moving.
ELEPHANT: Where are we going?
KINGSNAKE: You heard the Gecko.
ELEPHANT: We’re buying insurance?
BEETLE: Come on. The ocean is right over there. Maybe that’s where we belong. (THEY trudge across stage. STARFISH enter from other side. THE TRIO trudges back across stage and see the
STARFISH.)
BEETLE: Hey look in that tide pool. Who are you?
STARFISH #1: We’re starfish.
STARFISH #2: We live in the marine biome.
STARFISH #3: It’s the largest ecosystem.
KINGSNAKE: You think any of US belong here?
(STARFISH look them over very carefully.)
STARFISH #1: I don’t think so. At least not here in the tide pool.
STARFISH #2: But the ocean has a lot of different zones—estuaries, the open sea, the deep ocean.
STARFISH #3: There’s a lot of strange stuff out there—we’re sticking right here, close to shore.
Song 3:
STARFISH:
’Cause out in those waters
There’re floating sea otters
The whale and dolphin and shark
And deep in the ocean
There’re weird things in motion
And creatures that glow in the dark.
It’s nasty, oh brother—
They’re EATING each other!
And there isn’t one without scars.
Our tide pool’s not taxing
We sit here relaxing
Where starfish are always the stars.
STARFISH and CHORUS:
Close to shore
Close to shore
Stuck right here
Evermore
In this tide pool we’re nobody’s fool
Close to shore.
It’s nasty, oh brother—
They’re EATING each other!
And there isn’t one without scars.
Our tide pool’s not taxing
We sit here relaxing
Where starfish are always the stars.
Close to shore
Close to shore
Stuck right here
Evermore
In this tide pool we’re nobody’s fool
Close to shore.
Whew!
(THEY exit.)
KINGSNAKE: Come on. Let’s go this way.
(THE TRIO trudges across stage.)
BEETLE: Who made YOU our leader?
KINGSNAKE: I’m a KING snake. That makes me the king.
ELEPHANT (pleased): Does that make me a princess?
BEETLE: NO!
You are an ELEPHANT.
ELEPHANT: But I feel so pretty.
KINGSNAKE: Does it seem hot to you guys?
MACAW #1 (as MACAWS enter): Of COURSE it’s hot. This is a tropical rainforest. MACAW #2: We’re Macaws.
BEETLE: You look like parrots.
MACAW #1: We are! We’re one of hundreds of different kinds of parrots.
MACAW #2: Rainforests are home to more than half of all living plant and animal species.
KINGSNAKE: I’m not sure I’m cut out for all this heat and rain.
MACAW #1: Maybe you belong in a different kind of forest.
MACAW #2: A third of the land is covered with trees.
(This concludes the first one-third of the script.)
This play will allow students the opportunity to actively engage in learning about animal environments. Students can be assigned various characters including: zookeeper, certain animals, or the chorus. The amount of action and movement can be increased or decreased depending on the room size. The dialogue is simple yet provides a powerful message about animal habitats. This play allows variety to help reiterate the importance of a particular environment for a particular animal species. Repetition will help to solidify the necessity of animals choosing a suitable environment by using
songs.
Tammy Davis
EED 435
Instructor: Rachael Eggers
February 13, 2012
Life Science Art Integration As we begin our unit on Animals and Their Environment, I thought it would be a good idea to include a couple of photographs and a skit. By incorporating these into our unit, we will help emphasize the importance of animal environments through visual art and performing art.
Visual Art (Photographs):
This photograph illustrates the importance of camouflage when choosing an environment in which to live. Animals need to blend in with their environment to survive in certain situations. The lines in this photograph, created by the tree bark, help to draw attention to the owl. The contrast in the photograph reveals …show more content…
the way nature creates the perfect canvas. The texture is made apparent by the bark and the feathers which add interest to the photograph. The contrasting effect made by the owl and the tree is amazing; the bark makes it feel rough while the feathers create a soft and smooth feeling. The focal point of the photograph is the owl, although one may not recognize it at first, due to its ability to camouflage.
The gecko in this photograph helps illustrate the importance of having food and water within your environment.
If the environment an animal chooses does not provide adequate food or water sources, the animal will not survive. This photograph creates balance by using the leaves to develop a sense of stability. The emphasis of the photograph is capturing the gecko licking the plant. The negative area in the photograph appears blurred and out of focus, keeping the emphasis on the gecko. The vivid colors and texture help balance the photograph while the blue eyes become a focal …show more content…
point.
Performing Art:
Biomes: Animals and Plants in Their Habitats
Script
This is the first one-third of the script:
CHARACTERS:
ZOO KEEPER
KINGSNAKE
HERCULES BEETLE
AFRICAN ELEPHANT
LEOPARD GECKOS
STARFISH
MACAWS
GRASS
POLAR BEARS
ALLIGATORS
MUSHROOMS
CACTI
and a CHORUS composed of all students who are not playing roles on stage at the time.
(Alarm rings. KINGSNAKE, ELEPHANT, and BEETLE run onto stage. THEY scurry around, and then the KINGSNAKE yells to the other two):
KINGSNAKE: Freeze! Here comes the zoo keeper!
(THEY freeze in silly positions. ZOO KEEPER runs in, looks all around but can’t find them.)
ZOO KEEPER (after looking around the stage, to audience): Some animals have escaped from the zoo! Keep your eye out. They’re very good at hiding—especially that elephant.
(HE exits. The THREE animals unfreeze, and then run off the other direction.)
Song 1 –
CLASS:
Once there were some critters
So tired of the zoo
They want back to nature
But do not have a clue.
What habitat would suit them?
What spot would be their niche?
What could they adapt to?
What place would scratch their itch?
So one dark night
They all took flight
To find a brand new home
Who could have guessed
They’re on a quest
To find the right biome.
Biome
The right biome
They’ll search day and night
Biome
The right biome
We hope they can cite the right biome.
It could be a desert
That’s hot and very dry
It could be grassland
With grass that’s four feet high.
It could be fresh water
In which you’d like to jump
It could be a forest
As long as it’s not Gump.
(ALL pause and shrug)
Yeah it could be
Some salty sea
There’s lots of life in there
They may go forth
Far to the north
To tundra cold and bare.
Biome
The right biome
They’ll search day and night
Biome
The right biome
We hope they can cite the right biome.
The right biome.
The right biome.
(KINGSNAKE, BEETLE, and
ELEPHANT (= THE TRIO) enter, with two LEOPARD
GECKOS right behind.)
BEETLE: Great job knocking over that fence, Elephant.
ELEPHANT: I did that?
KINGSNAKE: I thought elephants never forget.
ELEPHANT: Oh yeah. I forgot.
KINGSNAKE: Okay, Beetle, what do we do now?
BEETLE: I don’t know, King snake. I guess we just settle down. Maybe buy a condo. LEOPARD GECKO #1: You can’t do that!
ELEPHANT: Who are you?
LEOPARD GECKO #2: We’re Leopard Geckos. Remember? We escaped with you.
ELEPHANT: We ESCAPED?
KINGSNAKE (to GECKO): What do you mean, we can’t settle down here?
LEOPARD GECKO #1: You have to find your right biome.
BEETLE: Biome?
LEOPARD GECKO #1: Sure! The right habitat for your species—what you’re adapted to.
LEOPARD GECKO #2: Take us Geckos. We’re adapted to the deserts of central
Asia.
LEOPARD GECKO #1: And we’ve adapted a great way to escape desert predators—when someone tries to grab us by the tail, it falls off!
LEOPARD GECKO #2: You need to find the right biome for each of you.
Song 2:
LEOPARD GECKOS:
Go find your
Go find your
Find your place.
Animals and plants adapt
Go find your place
If they don’t then they get zapped
Go find your place.
Camels can drink once a week
Because it’s dry
Put a penguin in their place
And kiss that bird good-bye.
Kiss that bird good-bye.
GECKOS and CHORUS:
Go find your
Go find your
Find your place.
GECKOS: You and where you live are linked
CHORUS: Go find your place
GECKOS: Either that or go extinct
CHORUS: Go find your place.
GECKOS:
Arctic foxes’ fur turns white
To match the snow
Put them on the forest floor
And suddenly they glow.
Suddenly they glow.
GECKOS and CHORUS:
Go find your
Go find your
Find your place.
Go find your
Go find your
Find your place.
LEOPARD GECKO #1: Good bye! We’re off to our biome.
LEOPARD GECKO #2: Good luck finding YOUR habitat!
(THEY exit.)
KINGSNAKE: We’d better get moving.
ELEPHANT: Where are we going?
KINGSNAKE: You heard the Gecko.
ELEPHANT: We’re buying insurance?
BEETLE: Come on. The ocean is right over there. Maybe that’s where we belong. (THEY trudge across stage. STARFISH enter from other side. THE TRIO trudges back across stage and see the
STARFISH.)
BEETLE: Hey look in that tide pool. Who are you?
STARFISH #1: We’re starfish.
STARFISH #2: We live in the marine biome.
STARFISH #3: It’s the largest ecosystem.
KINGSNAKE: You think any of US belong here?
(STARFISH look them over very carefully.)
STARFISH #1: I don’t think so. At least not here in the tide pool.
STARFISH #2: But the ocean has a lot of different zones—estuaries, the open sea, the deep ocean.
STARFISH #3: There’s a lot of strange stuff out there—we’re sticking right here, close to shore.
Song 3:
STARFISH:
’Cause out in those waters
There’re floating sea otters
The whale and dolphin and shark
And deep in the ocean
There’re weird things in motion
And creatures that glow in the dark.
It’s nasty, oh brother—
They’re EATING each other!
And there isn’t one without scars.
Our tide pool’s not taxing
We sit here relaxing
Where starfish are always the stars.
STARFISH and CHORUS:
Close to shore
Close to shore
Stuck right here
Evermore
In this tide pool we’re nobody’s fool
Close to shore.
It’s nasty, oh brother—
They’re EATING each other!
And there isn’t one without scars.
Our tide pool’s not taxing
We sit here relaxing
Where starfish are always the stars.
Close to shore
Close to shore
Stuck right here
Evermore
In this tide pool we’re nobody’s fool
Close to shore.
Whew!
(THEY exit.)
KINGSNAKE: Come on. Let’s go this way.
(THE TRIO trudges across stage.)
BEETLE: Who made YOU our leader?
KINGSNAKE: I’m a KING snake. That makes me the king.
ELEPHANT (pleased): Does that make me a princess?
BEETLE: NO!
You are an ELEPHANT.
ELEPHANT: But I feel so pretty.
KINGSNAKE: Does it seem hot to you guys?
MACAW #1 (as MACAWS enter): Of COURSE it’s hot. This is a tropical rainforest. MACAW #2: We’re Macaws.
BEETLE: You look like parrots.
MACAW #1: We are! We’re one of hundreds of different kinds of parrots.
MACAW #2: Rainforests are home to more than half of all living plant and animal species.
KINGSNAKE: I’m not sure I’m cut out for all this heat and rain.
MACAW #1: Maybe you belong in a different kind of forest.
MACAW #2: A third of the land is covered with trees.
(This concludes the first one-third of the script.)
This play will allow students the opportunity to actively engage in learning about animal environments. Students can be assigned various characters including: zookeeper, certain animals, or the chorus. The amount of action and movement can be increased or decreased depending on the room size. The dialogue is simple yet provides a powerful message about animal habitats. This play allows variety to help reiterate the importance of a particular environment for a particular animal species. Repetition will help to solidify the necessity of animals choosing a suitable environment by using
songs.