Subject: Science with Arts Integration
Lesson Title: Surface Tension/Molecular Adhesion
- Colored Pencils
Pre-assessment of Students Knowledge & Skills: (A) Students have been immersed in a unit on Physical Science and have explored concepts such as molecules, polarity, adhesion and surface tension. Students have conducted a science investigation on “Bubbles” where they experimented with various solutions in testing the composition and various strengths of molecular adhesion.
(B)Students were able to accurately identify and explain the molecular forces associated with the “Bubble” experiment.
Standard 4: Science
(NY State Standard for Science, retrieved from
Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
Art Form Standards
Standard 1: The Arts
(NY State Standard for Arts, retrieved from
Creating, Performing, and Participating in the Arts
Students will actively engage in the processes that constitute creation and performance in the arts (dance, music, theater, and visual arts) and participate in various roles in the arts.
Objectives: Students will use their knowledge of molecular adhesion and surface tension to illustrate their own drawings of the concept.
a) Introduction and motivation. 5 min : Students will review their “Bubble” experiment and the main concepts learned. They will then be introduced a drawing depicting these scientific concepts. Students will discuss the meaning of molecular adhesion and surface tension. Students will break into groups to brainstorm different ways to illustrate these scientific concepts in a comic book.
b) Activities/Steps –
Direct instruction 15 min: Students will be introduced to an illustration that conveys a scientific concept. Teacher conducts Think Aloud about the illustration.
|Plain burger||Deluxe||Deluxe with extra cheese|
|Content||At least two elements of the science concept were identified. Little evidence of understanding||At least three elements of the science concept were identified. Some evidence of understanding||All elements of the science concept were identified. Show great evidence of understanding|
|Design||Little use of color and design.||Some use of color and design||Extensive use of color and design|
|Elements of speaking||Hesitates, whispers; unclear explanation of work; poor eye contact||Some hesitation, somewhat clear, some pronunciation, eye contact but reads mostly||Clear, well-paced pronunciation. Good eye contact, little need for notes|
Work Time 20 min: Students go back to their desks to work independently. Using their Bubble experiment notes and science resources, students will create and design their own scientific illustrations.
Closure: 10 min-Students will present their illustrations to the class.
Assessment:Teacher will assess understanding during conference time and during the share. Ask follow up questions if students are not confident with their explanations. Students will be assessed for their activity participation, their participation as audience members and their working material. Student project work will be reviewed against the rubric above.
Diversity: This lesson brings abstract scientific concept into concrete instruction by use of pictures, props, and the creation of illustrations.
“Meaningful visual art integration causes students to grow their visual literacy while using it to think about other subject in ways not possible otherwise” (Cornett, 2011). Using visual and tactile skills, students who struggle with abstract scientific concepts are able to use their own illustrations to show that they understand the content. This lesson also supports concreteness of the topic with the use of pictures, labels and name.
Cornett, C. E. (2011). Creating Meaning through Literature and the Arts. Boston: Pearson Education Inc.