Integrating Art into Science in A Simple Machines Unit

Abstract

In this case study, the experiences of two junior high teachers, Lana and Sonja, are described as they developed and implemented a collaborative action research project with a grade eight science class consisting of 25 students (12 females and 13 males) with varied academic ability. All students addressed prescribed science curriculum learning outcomes. Lana, an experienced teacher of 13 years, was science department head in the school of 700 junior high students (grades seven to nine). Sonya, the art teacher in the school, had been teaching for six years. Lana and Sonja worked closely with a learning resources teacher in the school to develop a curriculum unit on simple machines that integrated science and art, and implementation of the unit involved team teaching. The unit had characteristics of both fusion and interdisciplinary approaches (see Appendix-Part A); students were required to examine ideas and concepts across science and art although, for the purposes of the action research project, assessment was confined to the discipline of science. The teachers devoted a tremendous amount of time and energy to planning, and all lessons with the simple machines unit were cotaught.