²ÝÝ®ÊÓƵÃâ·Ñ°æapp

Learning Objectives 

Students will: 

• Analyze and discuss paintings by Thomas Locker and Vincent van Gogh. 

• Develop a classification method for trees using leaves. 

• Apply the scientific method of dendrochronology, the scientific method of dating tree rings.

• Create artwork using leaf rubbings. 

• Write creatively to merge science and art. 

Standards Alignment

National Core Arts StandardsNational Core Arts Standards

Common Core State StandardsCommon Core State Standards

Next Generation Science StandardsNext Generation Science Standards

Recommended Student Materials

Editable Documents: Before sharing these resources with students, you must first save them to your Google account by opening them, and selecting “Make a copy” from the File menu. Check out Sharing Tips or Instructional Benefits when implementing Google Docs and Google Slides with students.

Book

• Sky Tree: Seeing Science Through Art by Thomas Locker

Websites

Additional Materials

• different types of leaves
• newspaper
• tissue paper
• crayons with labels removed

Teacher Background

Teachers should obtain a copy of the book Sky Tree: Seeing Science Through Art by Thomas Locker. Teachers can optionally obtain a scientifically-accurate book about trees such as Trees: A Visual Guide by Tony Rodd.

Student Prerequisites 

Students should have a basic understanding of botany, including the life cycle of trees and growth rings.

Accessibility Notes

Modify handouts, text, and utilize assistive technologies as needed. Provide preferential seating for visual presentations and allow extra time for task completion.

Engage

1. Introduce trees in art with the book Sky Tree: Seeing Science Through Art by Thomas Locker. Read the lyrical writing and show the paintings. (Do not read the questions at the bottom of the page.)

2. Engage students in a discussion about the paintings from the book. Ask students: What comparisons do you notice about each painting? How does Locker use color? What role does the sky play? How do you feel as you look at each painting? How did Locker capture each of these images? How scientifically accurate are the paintings?

Build

1. Share and explore the or visit the to view an online collection of tree paintings. Divide the class into small working groups. Assign each group one of Van Gogh’s tree paintings to analyze.

2. Ask students to generate questions about the trees in Van Gogh’s paintings. Present the questions from Sky Tree: Seeing Science Through Art, then ask students to evaluate the paintings. Have each group present the painting and analysis to the class.

3. Share the article, and engage students in a discussion about the life cycle and age of a tree. The discussion should include: the cycle starting point (from a seed), stages of growth (seedling, sapling, pole, mature, old), growth rings (of the trunk and branches), and dendrochronology. Ask students: How is the age of a tree determined? What is the age of the tree pictured in ?

4. Discuss the role of tree leaves. The discussion should include photosynthesis and capturing rainwater.

Apply

1. Collect a variety of leaves. Ask each student to find ten different leaves to bring to class. The teacher should also collect leaves, including needles from coniferous trees.

2. Develop a leaf classification system. Have students work independently or in small groups to develop a leaf classification system using the collected leaves. Encourage students to look at the details on the leaves. Facilitate through the groups and ask students to justify their classification system. 

3. Introduce a science-based leaf classification system. Show students that scientists also study leaves to classify them. Share the resource from Fairchild Tropical Botanic Garden for students to reference.

4. Create leaf-based artwork using the work of Locker and Van Gogh as inspiration. Share and review the following with students. Allow time for students to create their artwork.

5. Read and analyze one or several . Ask students: What similarities do you notice between the poem and the paintings by Locker and Van Gogh? What tools did the author use to convey emotion? Was the author successful in “painting a picture” with their words? What parts of the poems helped you visualize the color, texture, or structure of the tree? Did science play a role in the author’s choice of words, image, or message?

Reflect 

1. Assess students’ knowledge with a tree poem. Using their original leaf-based artwork as inspiration, have each student “paint a picture” with words. Student poems should incorporate trees either directly or indirectly.

2. Host a poetry reading. With the artwork on display, ask each student to read their poem. Have students try to match the poems to the artwork that inspired them. Display the art on windows to allow light to come through the tissue paper.

Extend

1. Explain to students that different forms of art also convey important messages or facts related to topics in science. Scientists and artists often bring their two specialties together for a common purpose and share those stories through dance, media, music, theater, or visual arts. This type of collaboration can spread the word thoughtfully and increase access to information.     

2. Engage students in a discussion. Ask students: Where have you seen art and science intersect? (Ex. Super Bowl ad about pollution, a poster for a cancer fundraiser, an interpretive dance about weather, a documentary about an astronaut’s journey to space, a sci-fi movie like Star Wars, or a science fiction book like A Wrinkle in Time)

3. Introduce students to the . Tell them they are going to research and gather information about global climate change. As they research they will visualize how the information can be conveyed through one of the following art forms: poster, song, or interpretive dance.

4. Design a print or digital poster, write a song, or choreograph an interpretive dance explaining global climate change.