Students apply their understanding of adaptations by designing their own organisms to survive in different habitats.

Educators Guide for this unit:
http://education.eol.org/lesson_plans/2-5_Adaptations_LessonOverview.pdf

Lessons in this unit:

Adaptations Activity 1: Adapting to the Environment
Adaptations Activity 2: Physical Adaptations
Adaptations Activity 3: Behavioral Adaptations
Adaptations Activity 4: Go Adapt!
Adaptations Activity 5: Create a Creature

Learn about the structure and function of living organisms by drawing an imaginary animal in the Take the Stage game show, ANIMAL SURVIVAL! Viewers become contestants on a game show and are challenged to draw an imaginary animal that could live and survive in either the desert, ocean, or the arctic tundra. When drawing the imaginary animal, the contestants write out two distinct structures and a function for each of the structures that help it survive. Learning Objective: Compare the structures and functions of different species that help them live and survive in a specific environment.

In this activity, students will practice discussing their hobbies, likes, and dislikes. They will be able to describe their daily activities. Students will also be able to discuss preferences they have about their daily activities. Students will learn to ask others questions about their schedule and daily activities.Can-Do Statements:I can ask and answer questions about my hobbies.I can talk about my favorite hobby and my least favorite hobby.I know how to use "after" or "before" in a sentence.

Students explore the interface between architecture and engineering. In the associated hands-on activity, students act as both architects and engineers by designing and building a small parking garage.

This is the second undergraduate design studio. It introduces a full range of architectural ideas and issues through drawing exercises, analyses of precedents, and explored design methods. Students will develop design skills by conceptualizing and representing architectural ideas and making aesthetic judgments about building design. Discussions regarding architecture’s role in mediating culture, nature and technology will help develop the students’ architectural vocabulary.

This is the second undergraduate architecture design studio, which introduces design logic and skills that enable design thinking, representation, and development. Through the lens of nano-scale machines, technologies, and phenomena, students are asked to explore techniques for describing form, space, and architecture. Exercises encourage various connotations of the “machine” and challenge students to translate conceptual strategies into more integrated design propositions through both digital and analog means.

This is the second undergraduate design studio. It introduces a full range of architectural ideas and issues through drawing exercises, analyses of precedents, and explored design methods. Students will develop design skills by conceptualizing and representing architectural ideas and making aesthetic judgments about building design. Discussions regarding architecture’s role in mediating culture, nature and technology will help develop the students’ architectural vocabulary.

ART BRIDGES: Lesson Plans for
Enrichment, Growth and Healing

Art Lesson Plans for a Joan Miro Drawing

Objectives:
• To introduce a famous Italian artist to the students.
• To teach the art element of “Line”
• To teach the art element of “Balance”
• To practice using these elements in creating a work of art

SYNOPSIS: In this lesson, students evaluate three slogans on climate awareness and advocacy and create their own artistic slogans with four specific types of parallel structure.

SCIENTIST NOTES: The lesson enables students to understand the intrinsic value of slogans in climate and social justice advocacy. Students would also practice how to use artistic slogans to communicate climate change impact to diverse audiences and policymakers in order to inform better decision-making and drive climate action. All materials have been carefully reviewed, and this lesson is recommended for teaching.

POSITIVES:
-This lesson can be used in all levels of English and art classes.
-Art teachers can use this lesson in any unit and incorporate other art components.
-Students are given voice and choice in this lesson as they learn to manipulate language to achieve different outcomes.
-This lesson can be used as an introduction to climate change and overall climate awareness.
-This lesson can be added to a science lesson evaluating evidence for climate change or a communications or business lesson on marketing.
-This lesson can be used to discuss climate justice in social studies.

ADDITIONAL PREREQUISITES:
-Students should have some understanding of basic grammar and parallel structure.
-Students should have an understanding of slogans and their purpose.
-Students should have access to computers or art materials in order to create the final version of their parallel structure slogan.

DIFFERENTIATION:
-Students’ use of language and vocabulary can be simple or complex in order to fit the needs of the class.
-Teachers can simplify the lesson by focusing on only one or two forms of parallel structure.
-Art teachers can have students design two different visual pieces to go with the same slogan, then compare and contrast the effects of the different artistic elements on the overall message.
-Additional scaffolding for AP English classes can include a discussion on the purposes and effects of each specific form of parallel structure as well as an analysis of parallel structures in literature.
-Teachers can connect the parallel structure skills in this lesson to their current reading material or curriculum. For example, students can identify forms of parallel structure in previously assigned class literature or nonfiction readings.
-Teachers can extend this lesson into various writing activities for students to practice expository, analytical, descriptive, or narrative writing with different forms of parallel structure.

Kelly Tunstall and Ferris Plock are artists who focus on character design and development, creating a rotating cast of surreal cartoon figures inspired by visual culture, including fashion, skateboarding, Japanese regalia and folklore. They emphasize organization while maintaining freeform, both of which lead to the consistency in how their art turns out.

This is an intermediate workshop designed for students who have a basic understanding of the principles of theatrical design and who want a more intensive study of costume design and the psychology of clothing. Students develop designs that emerge through a process of character analysis, based on the script and directorial concept. Period research, design, and rendering skills are fostered through practical exercises. Instruction in basic costume construction, including drafting and draping, provide tools for students to produce final projects.

Students act as if they are biological engineers following the steps of the engineering design process to design and create protein models to replace the defective proteins in a child’s body. Jumping off from a basic understanding of DNA and its transcription and translation processes, students learn about the many different proteins types and what happens if protein mutations occur. Then they focus on structural, transport and defense proteins during three challenges posed by the R&D; bio-engineering hypothetical scenario. Using common classroom supplies such as paper, tape and craft sticks, student pairs design, sketch, build, test and improve their own protein models to meet specific functional requirements: to strengthen bones (collagen), to capture oxygen molecules (hemoglobin) and to capture bacteria (antibody). By designing and testing physical models to accomplish certain functional requirements, students come to understand the relationship between protein structure and function. They graph and analyze the class data, then share and compare results across all teams to determine which models were the most successful. Includes a quiz, three worksheets and a reference sheet.

This activity is an introduction to the study of birds. Students will gain observation and classification skills.

In this lesson, students explore the principles of synesthesia through drawing to music. By viewing and analyzing artwork based on multi sensory perception, students will become aware of the role of the senses in art, and how sensory stimulation such as listening to music can be used as a tool for inspiration. Guided by a handout outlining the basic elements and principles of art, students will engage in active discussions about how sensory perceptions can be interpreted through color, line, and form. They will then apply these reflections on their own artistic work.

Meet San Francisco artist Sirron Norris, who discusses his public and commercial art projects. Although he works on projects like "Bob's Burgers," he still makes time to teach a cartoon-drawing class for kids every Saturday. He says that the best part about drawing cartoons is that there's no expectations. He teaches the children this, and that as long as they are proud of what they've created, then what they've created is perfect.

Hit the streets as your own, custom-made Superhero and work for the common good of your city! Artist Amy Franceschini has fashioned an inspiring lesson that will help guide you through the entire process from brainstorming logos, mottos and costumes to ensuring that your Superhero works to help solve a community's needs. This lesson is part of the San Francisco Museum of Modern Art's Open Studio.

Check out the entire Open Studio collection for more activities centered around contemporary art: https://www.sfmoma.org/educators/

How do artists create a story that provides a message or provokes emotions in that single frame? This lesson will help students analyze ways in which the composition of a painting contributes to telling the story or conveying the message through the placement of objects and images within the painting.

Johanson reflects on the past decade of his career and shares his philosophies on art making in the first Art School video from KQED. Then, Johanson creates a simple painting based on Venn diagrams, an art lesson developed for students in partnership with SFMOMA for their project, Open Studio: Artist-Designed Classroom Activities.

Students learn about isometric drawings and practice sketching on triangle-dot paper the shapes they make using multiple simple cubes. They also learn how to use coded plans to envision objects and draw them on triangle-dot paper. A PowerPoint® presentation, worksheet and triangle-dot (isometric) paper printout are provided. This activity is part of a multi-activity series towards improving spatial visualization skills.

This class, required of all Master of Architecture students, presents a critical review of works, theories, and polemics in architecture in the aftermath of World War II. The aim is to present a historical understanding of the period, and to develop a meaningful framework to assess contemporary issues in architecture. Special attention will be paid to historiographic questions of how architects construe the terms of their “present.”