Bulb Archived: Davis Collaboration Laboratory 2016-2017: Mendez & Valenciana

2016-2017 Collaboration Laboratory

Please respond to the prompts below with your partner. You can upload images, videos and weblinks to enhance your responses to the prompts. 

1) Big Idea:

Energy and Ecosystems

2) Inquiry:

How do living things interact with each other and their physical environment?

3) Academic Content:

5th grade Science

Food webs/Producers, Consumers, Decomposers

4) Artistic Discipline(s):

Printmaking: block printing

5) Standards Addressed: (Common Core, Next Generation Science, National Core Arts):

5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

6) What is the context of your school, school neighborhood, or classroom that led you to do this project? (100 words or less)

Noemi: I decided to do this project to see if through the integration of arts in the curriculum I was able to reach and engage all students with a main focus being on diverse learners. After years of experience I have notice that students learn best when engaged in hands on experiences. Hands-on projects seems to engage students who are tactile/kinesthetic learners, who need movement to learn best. They also engage those students who are auditory learners, who talk about what they’re doing, and visual learners, who have the opportunity to see what everyone else is creating. Hands on projects are a fun way of engaging all students. I would like to learn and develop new and innovative ways of teaching through the integration of art in the science classroom.

7) How many years have you worked together as partners?

2 years

8) What surprised you during the project?

We were pleasantly surprised at the high quality of work and engagement. We thought we would have more challenges with the students than we did. 

9) What worked in this project and why?

As a part of the project, the students had to use research their image and use a reference photo. This increased the quality of the drawing.

10) What didn’t work and why?

We had the two classes share the same block so they could use a large block instead of a smaller one. There were a couple of incidents where students disrespected the image on the opposite side. In retrospect, everyone should have been given their own block with which to work. The students were given their choice of final subject but that made for a slightly imbalanced amount of consumers. Maybe next time we could assign more producers and decomposers.  


11) What was your approach to assessment?

12) Think back to what you each hoped to learn from this collaboration. What did you learn and how? Discuss how you supported each other’s goals.

Our collaboration once again went very smoothly. Last year’s experience set high expectations which we easily met again. Last year we learned that communication is the key to a successful collaboration. So this year we checked in with each other frequently and gave each other flexibility to fulfill our goals. 

Erika guided them through their first final prints and they were given freedom on their subsequent final prints. 

13) How did the collaboration challenge your understanding of teaching, learning, and art-making? 

Erika: For me it slightly challenged what I thought the kids could achieve and how responsible they would be with the tools. I anticipated that we would have more of a challenge with those aspects but my expectations were surpassed and we were pleasantly surprised. 

Noemi: Having the opportunity to collaborate and incorporate art into the curriculum made me realize that you can learn and see students way of thinking in a new way is like being able to see the invisible the way they think and how they visualize the task in hand. Integrating arts into the curriculum is beneficial to every one not just the students. 

There were various printmaking stations set up throughout the class. There was one for making test prints, a second for one large poster and a third for individual final prints and another poster.