Art, Design, and Biology

CONTENTS OF CURRICULUM UNIT 25.01.06

  1. Unit Guide
  1. Introduction
  2. Rationale:
  3. Demographics of Shields Middle School:
  4. Background Knowledge and Content Objectives: 
  5. What Was the Purpose of a Zoo and How Has It Evolved?
  6. The work of Lorie Hogin Image 4: 
  7. Teaching Strategies: 
  8. Classroom Activities:
  9. Component 1: Zoological Exploration
  10. Component 2: Historical Context and Visual Culture
  11. Component 3: Cultural Heritage and Alebrijes
  12. Component 4: Contemporary Critique Through Art – Lori Hogin
  13. Component 5: Artistic Production and Synthesis
  14. Final Week: Student-Led Critique, Reflection, and Exhibition
  15. How I Hope to Use My Research with Students
  16. Annotated Bibliography
  17. With Gratitude:

Alebrijes: Where Science Meets Art

Francisco Liam Nuno

Published September 2025

Tools for this Unit:

Guide Entry to 25.01.06

This interdisciplinary unit, Alebrijes: Where Science Meets Art, invites students to explore animal biology through the lens of visual art, blending scientific research with cultural storytelling. Rooted in the traditions of Mexican folk art, Alebrijes are fantastical hybrid creatures that will serve as both scientific and artistic inspiration. Students will study animal classifications—mammals, reptiles, birds—and their anatomical features, habitats, and adaptations. Using this research, they will design and create their own Alebrijes, expressing personal identity and imagination through their artwork.

This unit was created for middle school students at James Shields Middle School in Chicago’s Brighton Park neighborhood, a predominantly Latinx, low-income community. As an art educator deeply committed to equity, I ensure that each lesson is culturally relevant, accessible, and responsive to the lived experiences of my students. I regularly write grants to fund classroom supplies and strive to meet every student where they are—academically, socially, and creatively.

My intention is not only to teach biology and art, but to empower students to see the connections between science, culture, and self-expression. By incorporating their backgrounds into the classroom, this unit allows students to creatively reflect on the natural world, while celebrating their heritage, voice, and potential.

(Developed for Visual Arts, grades 7-8; recommended for Science, grades 8-7, and High School Biology)

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