Graphics and Story


Essential Questions

What does cell function look like? 

How can artists use science and mathematics in their expressive work? 

How can scientists and mathematicians use art to express their ideas?

Science & Mathematics Project Description:

Students will create a museum-style exhibit of art pieces that expresses the function of individual organelles and the cell as a system. They will use media of their choice and a learning trip to the Peabody Essex Museum to guide their expression. 

Students will use microscopes and samples of pond water, plants, and their own cheek lining to make observations of cellular structure. Starting with a simple circle, students will develop an increasingly sophisticated model of cell structure and function based on observations and inquiry. 

6th Grade Students will learn:
  • How to develop evidence that organisms are made of cells.
  • How the parts of the cells contribute to key cellular functions such as obtaining nutrients and producing energy.
Major Assessments:
  • Science notebook outlining information the student has gathered.
  • A short essay on a specific organelle describing its function and relationship with other parts of the cell.
  • A museum-style exhibit of art that uses symbolic imagery to express the systems and relationships of a cell and its organelles.

Art Project Description:
Students discuss the cultural importance of storytelling, especially in cultures with no written language. They will also discuss how the environment impacts the way people live, and their arts and crafts. They will create a clay Storyteller inspired by Cochiti Pueblo Helen Cordero’s work. They will learn how to use a variety of clay methods and techniques. Art Project: Clay Storyteller


















Whose stories do we hear when studying history? 

What leads to conflict? 

How does conflict lead to change?  




Humanities Project Description:

Students will work in groups to research conflicts between early Native American societies and European explorers and colonists.  Students will learn the facts about the conflict and read secondary and primary sources to understand the nature of the conflict and the conflicting interests and points of view that led to violence.  The goal of the project is to analyze and understand the nature of societal differences, the human spirit as it leads to cultural clashes, and the opposing interests that are at the center of conflict.  

Students will demonstrate their understanding of conflict by conducting research into a specific incident, and composing historical fiction narratives that demonstrate the opposing viewpoints.  In addition, students will prepare a visual component that effectively communicates the historical facts and context of the given conflict.  


6th Grade Students will learn:
  • How to work both collaboratively and independently when researching and writing.
  • How to read primary and secondary source documents.
  • How to take effective notes when conducting research. 
  • How to effectively share research findings.
  • How to compose fictional narratives based on factual events. 
Major Assessments:
  • Narrative portraying a first person viewpoint in a historical conflict.  
  • Visual component demonstrating understanding the historical facts and context of the conflict.  

Foreign Language Project Description:
  • How do we express aches and illness symptoms in a foreign language?
  • How do we give orders and commands related to health issues?
  • Students will recognize, understand and be able to replicate body part, doctor, illness and injury vocabulary, the verbs to be and to have, descriptive adjectives and the imperative (or command) tense in speaking and writing. 
  • They will show their understanding of these components of the target language by creating a comic strip in French or Spanish. 
  • Students will write French and Spanish lyrics to a blues song related to illness and injury as an integrated project with CSL and music.
Required Components:
  • An illustrated comic strip pertaining to illness and injury;

  • Written descriptions of the story in the comic strip with appropriate use of illness, injury and doctor related vocabulary, as well as the imperative tense and the verbs to be and to have;

  • An oral presentation of the comic strip;

  • Performance of the blues song with French or Spanish lyrics relating to illness and injury.
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