Dyad+11+page

**It looks like you have included great resources for your project on this page. Can you include more detail on your storyboard for your video? It looks like you have started the process but need more detail in your plan. Hiller** **Eugene and Josh**
 * Hi Eugene and Josh,**

Our compelling question: Will planning and composing a metaphorical photograph to represent an abstract science concept help students better understand the concept?


 * Planning: **
 * pacing **
 * introduction of visual metaphors and art appreciation **
 * teach concept**
 * students represent the concept in a photograph**

bank of words: student groups are assigned a key term included in the concept group photos specifically represent this aspect of the concept assessment is compared to terms chosen by groups

Eugene - water cycle with 5th grade Josh - characteristics and structure of elements with high school Chemistry (10th - 12th grade)

Josh's implementation plan: I will introduce the project this Friday (10-28) to my students. I am considering using the Buddhist fable of the blind men and the elephant as a starting place. I will introduce Dali's painting "The Persistence of Memory" and lead the students in discussing and writing what they think it represents. Students will look at photographs and working in small groups to suggest a metaphor that the picture might be communicating. Then, they will create a short video (using Flipcams) that introduces their metaphor to their classmates. By the end of the class, they will be in small groups for the project, planning and designing a metaphor they want to communicate for the structure of atoms in nature. For this process, they will try to recreate concepts including historical theories atomic structure, quantum numbers, the Afbau principle, Hund's rule, and the Pauli exclusion principle. To evaluate their final products, students will turn in a final print of their photo (as a group) and then write an explanation of the metaphor and how it is represented. Students will be assessed on the content prior to the project being assigned, and then after the project has been completed. It is my hope that, by integrating a creative project that requires students to collaborate and design, they will better understand these science concepts.

Eugene's implementation plan:

Art resource: The following link has a series of paintings, //The Tale of Man//, that I think will be very beneficial for introducing the students to artistic metaphors. I will have the students look at all four paintings and talk about what they might mean before giving them the titles of the paintings. [|http://ed2.neh.gov/lesson-plan/allegory-painting#sect-activities]

This is a great article on Dali's //The Persistence of Memory//, that I will use to talk about symbolism and metaphor, as well. []

Eugene - I love the Dali stuff. I was already thinking that Persistence of Memory would be a great starting place. Here's a photoblog I found: [] I chose about 12 of these that I'll use to introduce the project. Have the students design metaphors for the photographs, then move into using the chemistry content and their own photos.

Wow - found this great article about art inspired by science, including one of the concepts I'm having my students focus on. @http://seedmagazine.com/content/article/the_future_of_science_is_art/

For video: Intro/painting-photo art introduction Students thinking out loud Student explanation of group's final product Results of the assessments Reflecting on the process?