ART 20: DRAWINGS & Biology 20: ECOSYSTEMS AND POPULATION CHANGE
Stage One: Desired Results
ESTABLISHED GOALS
TRANSFER GOALS
Students will:
1. Identify the
organisms that
terrestrial and
aquatic
ecosystems
support.
2. Identify biotic
and abiotic
factors within
terrestrial and
aquatic
ecosystems.
3. Recognize the
influence that
abiotic and
biotic factors
have on
terrestrial and
aquatic
ecosystems.
4. Practice
elements of
shading, line
strokes, and
perspective to
improve
drawing skills.
5. Work
collaboratively
to compose a
classroom
interpretative
piece.
1. Explain how terrestrial and aquatic ecosystems support a diversity of
organisms through a variety of habitats and niches; e.g.,
 terrestrial: canopy, sub-canopy, forest floor, soil
 aquatic: littoral, limnetic, profundal and benthic zones
2. Identify biotic and abiotic characteristics and explain their influence
in an aquatic and a terrestrial ecosystem in the local region; e.g.,
stream, lake, prairie, boreal forest, vacant lot, sports field
3. Sketching and composing skills can be developed by drawing from
representational sources.
4. Personally selected themes can provide images for expressive
drawing investigations.
Enduring Understandings:
MEANING
Essential Questions:
Students will understand:
U1 - The difference between
abiotic and biotic factors.
U2 - How to work collaboratively
and independently through art
explorations.
U3 - How abiotic and biotic factors
can have different effects within
an ecosystem, large or small.
Students will keep considering:
Q1 – How do different abiotic and
biotic factors negatively, and positively
affect each other?
Q2 – How can you investigate to
determine abiotic or biotic factor
influence within an ecosystem?
Q3 – What abiotic or biotic factors limit
the abundance and or presence of
species within an ecosystem?
ACQUISITIONS OF KNOWLEDGE & SKILLS
Students will know:
Students will be skilled at:
 The organisms (plant and
 Investigating abiotic and biotic
animal) that are present in a
characteristics.
nearby ecosystem.
 Identifying signs of biotic and
 How to classify abiotic and
abiotic factor influence in an
biotic characteristics.
ecosystem.
 Using environmental encounters
 How abiotic and biotic
to enhance composing skills.
factors can influence an

Predicting abiotic and biotic
ecosystem.
influence on ecosystems.
Integrative Science and Art Unit Plan
Breanna Gray 2015
Stage Two: Evidence
ASSESSMENT EVIDENCE
Students will need to show their learning by:
Performance is judged in
working collaboratively to create an ecosystem
terms of - Critique
that displays correct use of biology concepts
and improvement in drawing skills.
Skills
Transfer Task:
 Use of environmental
 Students will show their learning by participating
encounters to develop insight
in classroom discussion and through the
to environmental changes.
completion of performance tasks.
 Use of environmental
 The performance task will be evaluated on a
encounters to enhance
variety of criteria including: Does the ecosystem
composing skills.
change reflect all biotic and abiotic factors
 Analyze interrelationship of
applicable? Is their individuality brought to the
biotic and abiotic factors
interpretation of the ecosystem? Was there
within an ecosystem.
large collaboration, and though put into the
 Work collaboratively to
final task?
discuss impacts of biotic and
 Essential questioning will be used as formative
abiotic factors within an
assessments.
ecosystem.
 Work collaboratively to
compose a representation of
an ecosystem.
Critique
 Active participation in group
critique.
 Completion of self and peer
critique.
Creativity
 Showing a sense of
individualism within the final
performance task.
EVALUATIVE CRITERIA
Integrative Science and Art Unit Plan
Breanna Gray 2015
Summary
This is an integrative unit with a focus on Drawing from the Art 20 curriculum and
Ecosystems and Population Change within the Biology 20 curriculum. This is ideal in a
smaller classroom size, for example rural schools, where you can combine art across
multiple curriculum without taking time for an individual class. It does require students to
explore an ecosystem environment that is in close proximity, and they need to spend
time exploring the characteristics of it as well as the various organisms that are present
in it. Students will be able to relate the classroom gained knowledge to a close real life
example within their community, and therefore better appreciate the knowledge they
are gaining and questions they may be asked. Throughout the unit conceptual,
psychomotor and affective domains will be addressed as follows:
Conceptual:

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Recognize value, and how it can create depth, and provide 3D image effects
Understand that the view of a composition adds interest
Understand the process of critique and self-assessment
Understand how scientists portray images and scenery
Appreciate individual interpretation of images or scenery
Understand and apply scientific terms and reasoning while exploring imaginative
art
Psychomotor:

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Demonstrate observation details within drawings
Enhance eye to hand recreation ability
Incorporate value into images
Develop observation techniques from 3D to 2D
Critique peer and self-composition
Become engaged in conveying nature and personality through art
Affective:

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


Appreciate how messages can be conveyed for environmental issues
Appreciate self and peer compositions
Appreciate art history and scientific drawings
Identify struggles and explore ways to solve artistic problems
Explore personal creativity within final composition
Integrative Science and Art Unit Plan
Breanna Gray 2015
Rationale
I chose this unit because I hope that I can use it one day within my field of
expertize. As an individual myself I love being able to explore my creative side and use
imagination, and I would like to bring that to my classroom. Embedding art concepts
throughout a biology unit is a great teaching method. It is a differentiation that you can
bring to the classroom if cross-curricular choices are not available. Visual learners will be
able to explore terms, and apply their knowledge in new ways, that will help them
better retain knowledge and prove understanding. I choose to incorporate Art 20 into
the Biology 20 Ecosystem Unit because I knew of the many possibilities exploring nature
would have. Students that are more knowledgeable about their surrounds and who
can understand their impact, as well as the impacts nature can have upon itself, are
the type of students we should be creating. Some students may not enjoy the amount
of memorization biology units can have, and it can be hard to remember terms upon
terms. BY applying term memorization not by word association but through drawing,
and picture memorization, students will have a different approach to the biology terms.
This series of plans works well with the grade level because it is helping students make
world connections outside of the classroom. At this age level students need to develop
an understanding of earth and the many relationships that form, and the factors that
can positively and negatively effect it. Students will learn through this unit how different
organisms interact, and how ones absence or presence can affect others. As students’
progress through this unit they will understand how to explore cause and effect and to
think about what could. Students within the biology 20 classroom will need the
knowledge about natural interactions to become informed citizens, and reduce their
impact upon our fragile Earth.
Incorporating art into this unit will allow for exploration and interpretation.
Collaboration will be a key goal for students when working towards the end
composition component. Students need to be able to work efficiently with others, and
as well take criticism to improve their skills. The individual work will allow for selfexploration of art skills and help students understand how to work efficiently through
independence. The use of visual exemplars is very helpful for many students that may
have no idea where to start with their own work. By incorporating slide shows of photos
and providing web sites to visit with examples all learners may be able to look at what
other artists have done and build off of their work or going in a different direction. This
unit I feel will help students discover their individual strengths and explore their creativity
both within the Art and Biology curriculum.
Integrative Science and Art Unit Plan
Breanna Gray 2015
Lesson Plan Summary
Lesson One: Students will practice drawing by using real life examples. As a class
students will go to a pre-determined area that have an ecosystem that supports a
variety of species. We will explore the area, using out knowledge of abiotic and biotic
features to identify different characteristics in the area. We will talk about the difference
between the characteristics and then discuss how those factors may influence the
ecosystem. After we become familiar with our area, we will do landscape
observational drawings. We will assume that we are drawing a picture of our landscape
to take back to the lab to study, because we are in a time period of no photos. This will
help students pay attention to certain detail and be sure to encompass as many
factors as possible.
Lesson Two: This may take up to two class periods depending upon class size and
workspace. Students in the classroom will now recreate three biotic and three abiotic
characteristics that we explored in the ecosystem in the previous lesson. They will be
asked to out of at least one abiotic and biotic example explain how they might
negatively or positively affect another factor. For example if they choose to re-create a
bird and a river, they might go on to explain that the abiotic river will positively affect
the bird by providing it with food resources both in helping fish come through the area,
and also berry bushes could be crop up along the river banks. The re-creation of
drawings will re-inforce the terms and factors we covered in the previous lesson, but
also allow for individual creativity, in that the students may represent their drawings in
various ways, with various art utensils.
Lesson Three: This may take up to two to three class periods depending upon class
size and workspace. Students will now be in charge of a creativity task. They will work in
groups of two or three to design an ecosystem of their own choice. This may be aquatic
or terrestrial, or even imaginary. They will be required to include minimum 5 biotic and 5
abiotic characteristics within their ecosystem. Creativity will be encouraged, but with
the correct use of terms, and biological relationships will be required. Their drawing may
be done with a variety of techniques, as long as there is representation of individual
species and biological characteristics. To accompany their portrait they will need to
write a description of their ecosystem and the interactions going on within, to be
critiqued for completeness and meeting criteria. Within the ecosystem there will be a
focus on detail and identification of abiotic and biotic factors. The way that they
express landscape and organisms is up to individual group.
Integrative Science and Art Unit Plan
Breanna Gray 2015
LESSON PLAN
Subject: Art 20 / Biology 20
Lesson Duration: 90 minutes
Unit: Drawing / Ecosystems & Pop. Change
Ecosystem Drawing Part 1
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
Students will:
1. Explain that the biosphere is composed of ecosystems, each with distinctive biotic and
abiotic characteristics.
Specific Learning Outcomes:
Students will:
1. Explain how terrestrial and aquatic ecosystems support a diversity of organisms through a
variety of habitats and niches; e.g.,
 terrestrial: canopy, sub-canopy, forest floor, soil
 aquatic: littoral, limnetic, profundal and benthic zones
2. Identify biotic and abiotic characteristics and explain their influence in an aquatic and a
terrestrial ecosystem in the local region; e.g., stream, lake, prairie, boreal forest, vacant
lot, sports field
LEARNING OBJECTIVES
Students will:
1. Identify the organisms that terrestrial and aquatic ecosystems support.
2. Identify biotic and abiotic factors within terrestrial and aquatic ecosystems.
ASSESSMENTS
Observations:
Key Questions:
 During ecosystem exploration all
1. How do different abiotic and biotic
students will remain within designated
factors negatively, and positively affect
area, and sure not to disturb the land.
each other?
 Discussion will be had while in the
2. What are the abiotic and biotic factors
ecosystem and all students will need to
specific to this ecosystem?
be active listeners.
 Drawings will be done and all students
need to be on task.
Written Performance Assessments:
Terms:
 value
 Students Ecosystem Sketch
 biotic
 abiotic
 light
 shadow
 ecosystem
LEARNING RESOURCES CONSULTED
Resource #1 : Darwin Journal
MATERIALS AND EQUIPMENT
 SketchPad
 Two Pencil & Eraser
PROCEDURE
INTRODUCTION: (15 minutes)

Students will have previously been introduce to the unit, and given a list of objectives to
be covered. We will begin this sequence of lessons with applying terms to common
examples and learning about relationships.
Integrative Science and Art Unit Plan
Breanna Gray 2015
Students will be asked if they can give a personal definition of what abiotic and biotic
characteristics are, class discussion will follow briefly on whether students answers are
correct, or how we can refine the definition.
Hook/Attention Grabber:
Before there were iPhones, Computers, Cameras, how did people remember scenery, or show
people in other lands about their surroundings? (Class Discussion) They drew. Has anyone seen
Darwin’s journals? Who is Darwin? What did he study? Why do we know this? Darwin and other
great scientists relied upon their drawing skills to record their observations. We are going to be
taking a page out of their book and doing the same. We will be exploring an ecosystem right in
our back yard, but without fancy materials and tools, but with our eyes, some paper and pencil.
 But where do we start? What is the most important to capture in an image? (Class
Discussion)
 Well what did Darwin capture? (Artist Encounter Photos and Questions below) What do
you want to pay attention to in your sketches? How can you portray image to your
audience, or even to yourself back in the lab that might be important?

Transition to Body:
Each student needs a sketch pad, two pencils, eraser, and head outside to ecosystem as a
group.
BODY:
(15 minutes)


Have students explore the ecosystem being sure not to unnecessarily disturb the
environment. Students should be looking for as many plant and animal species as they
can find in the area. They want to identify all the biotic characteristics of the area. After
the class has looked around gather and discuss what students are seeing and why we
classify them as biotic factors.
Have students now explore in search of abiotic factors. They should have already
previously been looking for such things, but give some small allotted time. Again gather
as a group, discuss student findings, and why we can consider them abiotic factors.
(50 minutes)


The main task now is to have the students capture the ecosystem in a portrait drawing.
We will imagine that we are travelling just like Darwin and others and we have
encountered this ecosystem that we would like to study further. We only have a short
amount of time in this area though, so we will somehow need to take down as much
descriptive information as possibly to take back to the la to study more. The best way to
get a lot of information down is to draw. We use our eyes to translate what we are seeing
into an image that we can call upon later. The rest f the class period time will be spent
drawing the landscape.
Based upon the area that students have encounter make sure that they are including
large items such as trees, rivers, lakes, grasses, flowers. They should also be looking at
animals, are there birds, squirrels, deer, bears even. The task is not to be a master artist but
to get as much information into your picture as possible. Were there three trees or four?
Was there a bird nest in the tree? What type of bird could it possibly have been? Those
are the types of questions you might ask yourself later and the more detail you can
convey in your drawing the better. Did the tree have think palm leave, needles or was it
bare. Again, as much detail as possible, this is a mental snapshot as well as a forever
Integrative Science and Art Unit Plan
Breanna Gray 2015

encounter. What if tomorrow a tornado hits the area, will your picture truly represent what
the landscape was like before?
As students choose an area to create their portrait in, the teacher will circulate looking at
all students work and point out some constructive critiques on areas to consider, detail to
enhance, etc. Students should keep in mind previous use of value and line consideration
to create their image, as an actual representation. Shadows are important to convey
perspective, and also to orient scientists.
CLOSURE: (10 minutes)
Critique Questions:
 What components did you feel were most important to incorporate into your drawings?
 What components were least important?
 Did you find you needed to use large amounts or little amounts of shading?
 Was there a lot of different pencil strokes needed to complete the different components
or were they all of similar show and line, with texture?
 What detail was hard to depict in the picture?
 What is one thing you would improve on for next time?
Students will be warned with 5 minutes that they need to finish up their drawing. Gather all
students and then head back to classroom to deposit sketchpads before dismissal.
Sponge Activity: Students can always add more detail to their drawings, or chose an individual
characteristic within the ecosystem and create a second enhanced drawing, to practice skills.
Consolidation: Next class we will be recalling from memory the ecosystem we explored and
recreating abiotic and biotic characteristics to further our science understanding, and to
enhance our drawing skills.
Integrative Science and Art Unit Plan
Breanna Gray 2015
LESSON PLAN
Subject: Art 20 / Biology 20
Lesson Duration: 90 minutes
Unit: Drawing / Ecosystems & Pop. Change
Ecosystem Drawing Part 2 – Abiotic/Biotic
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
Students will:
1. Explain that the biosphere is composed of ecosystems, each with distinctive biotic and
abiotic characteristics.
Specific Learning Outcomes:
Students will:
1. Explain how terrestrial and aquatic ecosystems support a diversity of organisms through a
variety of habitats and niches; e.g.,
 terrestrial: canopy, sub-canopy, forest floor, soil
 aquatic: littoral, limnetic, profundal and benthic zones
2. Identify biotic and abiotic characteristics and explain their influence in an aquatic and a
terrestrial ecosystem in the local region; e.g., stream, lake, prairie, boreal forest, vacant
lot, sports field
LEARNING OBJECTIVES
Students will:
1. Identify the organisms that terrestrial and aquatic ecosystems support.
2. Identify biotic and abiotic factors within terrestrial and aquatic ecosystems.
3. Explain the impact abiotic and biotic factors can have upon each other within an
ecosystem.
ASSESSMENTS
Observations:
Observations:
 During drawings I will observe all
 During drawings I will observe all
students are on task.
students are on task.
 During abiotic and biotic comparisons I
 During abiotic and biotic comparisons I
will circulate helping students brainstorm
will circulate helping students brainstorm
cause and effect scenarios.
cause and effect scenarios.
Written Performance Assessments:
Terms:
- value
 Biotic and Abiotic Characteristic Sketch
- ecosystem
- shadow
 Biotic and Abiotic Cause and Effect
- color
Writing
LEARNING RESOURCES CONSULTED
Resource #1 : http://darwin-online.org.uk/content/frameset?itemID=F59&viewtype=side&pageseq=1
Resource #2 : http://en.wikipedia.org/wiki/Kunstformen_der_Natur
MATERIALS AND EQUIPMENT
 Sketchpad
 Sketchpad
 Paint
 Paint
PROCEDURE
INTRODUCTION: (15 minutes)

Students will be asked to recall the ecosystem we visit yesterday. As a class we will discuss
the items that we saw in the ecosystem and list on the board some abiotic and biotic
characteristics. Once we uncover various items we will also ask, for students to explain
how they identified the presence of abiotic or biotic factors. Were their visual cues,
Integrative Science and Art Unit Plan
Breanna Gray 2015
sounds, smells? Did they have to look hard or was it obvious. What might the area have
looked like before the factor was in the area? Was one factor positively or negatively
affected by the other?
Transition: (Encounter) Students will look at the artwork of Ernst Haeckel. He was a German
biologist who has published over 100 detailed and multi-colored illustrations of animals and sea
creatures. He put his own individual spin and used multiple media sources of the time to illustrate
his work. It is a contrast to Darwin’s pencil drawings that students will also look at for illustrative
purposes.
BODY: (55 minutes)
 Students will now be in charge of recalling 3 biotic and 3 abiotic factors that we



encounter within the ecosystem. They will be allowed artistic freedom as long as their art
is done to enhance their drawing skills. If students want to use pen, pencil, crayon, ink, or
paint they may. Color is an option as well. The task is just to recall as many details about
the items they are picking and record them down, so that again, should they need to
study or show these ‘photos’ to other scientists they will be able to show an
encompassing detailed photo.
The drawings may have students individual styles explored, but always kept in mind that
should another artists or in this case scientist pick up the drawing, they would be able to
see the detail you saw on that first encounter. It says a lot from what you can remember
and recall the place on the paper.
After the drawings are done, students must choose one biotic and one abiotic
characteristic and write one paragraph minimum about the effect that one may have
upon the other.
o For Example: If you drew a bird and a representation of wind, then you could say
that the biotic bird could be affected by the abiotic wind through harsh seasons.
The wind could bring cold weather or, it could possibly harm the birds nest, even so
much ad knocking over the tree the bird was living it. It may cause harm to other
plants that the bird feeds upon and it could dry out the soil and cause an
underground food source to be affected. Students are encouraged to not only
think about the affect one has directly upon the other but possibly indirectly
The critique for the sketches will be based upon the characteristics and detail the
students were able to bring into the pictures. How well they were able to recall details
from our excursion. The cause and affect explanation will be based upon logical
arguments. If the students can think of reasonable relationships between the biotic and
abiotic factors then they will have completed the task.
CLOSURE: (10 minutes)
Critique Questions:
-
Do you find it more enjoyable to depict animals from real life figure, or memory?
Is it ‘easier’ to draw with pencil or utensil of choice?
Do you prefer drawing the bigger picture or smaller detail of items?
Sponge Activity: If students finish early they can revisit their initial ecosystem drawing an refine it
from memory or recreate it on a new sketch, this time similar o this lesson, adding personal flair,
or using other forms of pen, marker, paint, ink, etc.
Integrative Science and Art Unit Plan
Breanna Gray 2015
Consolidation:
If majority of the class is not complete the 6 drawings in one period you may extend the class
into two. If most are you can assign the remaining sketches for homework, as well as the writing
component. If lesson does stretch two periods you will want to make sure you have materials
enough for sponge activity, or for lesson three.
Integrative Science and Art Unit Plan
Breanna Gray 2015
LESSON PLAN
Subject: Art 20 / Biology 20
Lesson Duration: 90 minutes
Unit: Drawing / Ecosystems & Pop. Change
Ecosystem Drawing Part 3
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
Students will:
1. Explain that the biosphere is composed of ecosystems, each with distinctive biotic and
abiotic characteristics.
Specific Learning Outcomes:
Students will:
1. Explain how terrestrial and aquatic ecosystems support a diversity of organisms through a
variety of habitats and niches; e.g.,
 terrestrial: canopy, sub-canopy, forest floor, soil
 aquatic: littoral, limnetic, profundal and benthic zones
2. Identify biotic and abiotic characteristics and explain their influence in an aquatic and a
terrestrial ecosystem in the local region; e.g., stream, lake, prairie, boreal forest, vacant
lot, sports field
LEARNING OBJECTIVES
Students will:
1. Explain the impact abiotic and biotic factors can have upon each other within an
ecosystem.
ASSESSMENTS
Observations:
Observations:
 During drawings I will observe all
 During drawings I will observe all
students are on task.
students are on task.
 During drawings I will circulate to help
 During drawings I will circulate to help
students brain storm and make sure that
students brain storm and make sure that
all criteria is being met
all criteria is being met
Written Performance Assessments:
Terms:
- value
 Ecosystem Creation
- niche
- depth
 Ecosystem Explanation
- creativity
- line
LEARNING RESOURCES CONSULTED
Resource #1: https://sites.google.com/site/paleoplant/narrative/9---rise-of-flowering-plants
Resource #2: http://alternative-pokemon-art.tumblr.com/post/49758667529/artist-underwaterpokemon-ecosystem-by-request
Resource #3: https://forum.spore.com/jforum/posts/list/8641.page
MATERIALS AND EQUIPMENT
 Large Drawing Paper
 Pencils
 Paint
 Watercolours
 Ink
 Markers
PROCEDURE
INTRODUCTION: (15 minutes)

Start off class by reviewing the previous artwork students created. Look at the areas that
they felt they wanted to improve and the parts they thought they excelled in. Each
Integrative Science and Art Unit Plan
Breanna Gray 2015
student will make a list of each for personal goals to work on, and we will go over these
goals and incorporate them into this group composition.
 (Encounter)
Transition: Students will be asked to form groups of two or three that they feel comfortable
working with on a creative composition.
BODY: (55 minutes)
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
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The task for students to complete is the composition of an ecosystem. This task allows for
complete students’ creativity if they choose to. They will be in charge of creating a real or
imaginary ecosystem of their choosing. The only requirement is that they supply their
composition with detail, just like we did when looking at our ecosystem and re-creating it.
The other is that they must have reason and rationale for the items that they place in their
ecosystem. For example if they draw an ecosystem full of trees, grass, some rivers, with
birds, flowers, etc. and then they place a polar bear in the ecosystem as well they will not
have met the biological requirements for the polar bear. They will need to consider
limiting factors for the biotic and abiotic characteristics they place within their ecosystem.
o The imaginary ecosystem will allow for more freedom as far as the abiotic and
biotic factors they include; ex. If they create an alien ecosystem, I don’t know the
limits on aliens, and what they need and what they can’t handle. For this path of
creativity I will just critique on logical reasoning. Does the alien have food, water,
shelter? Is their competition, or predators, is it the predator. The biological rules will
apply but the specifics will not.
Students need to work together as a group to come up with the ecosystem they will be
composing. Before any art work can start each group must write on a single page a list of
the abiotic and biotic factors that will be within their ecosystem and have approved by
me. Once I talk with groups and confirm they are on the right track they may begin.
Creativity is encouraged, students may work with pen, pencil, color, paint to complete
their drawing. Same considerations apply as previously. They are trying to create a
detailed composition for other scientists and future themselves to study off of. The more
detail they have and the more descriptive they are with the composition the more they
are completing the task.
After the composition is complete, students will need to compose a paragraph of
explanation about their ecosystems and the interactions that are going on within it. This
can be written or word composed but does need to be on a separate sheet so that it
can be marked separately from the composition.
CLOSURE: (10 minutes)
-
How did you decide which organisms would be in the foreground vs. the background?
How did you create depth or dimension within your ecosystem?
Was it easier to create a real ecosystem or an imaginary one?
Did you prefer to have more organism detail or environment detail?
Sponge Activity: Students can work on previous unfinished work or choose to word process their
explanation.
Integrative Science and Art Unit Plan
Breanna Gray 2015
Consolidation: This may take students more than one class time. If students finish their
composition early make sure that there is no further refining required. If it is not then they may
work on another composition if they choose, or finish more composition work within the drawing
unit.
Integrative Science and Art Unit Plan
Breanna Gray 2015