Animals and Where They Live

1. Animals and Where They Live By Jessica Anderson

2. Introduction - What will we cover? • ANIMALS • WHERE ANIMALS LIVE • SCIENTISTS • CLAY

3. Academic Content Standards Covered: • VA.O.4.1.01 compare the media, tools, techniques, and processes of a variety of sculpture materials. • VA.O.4.1.02 use the additive, subtractive or assemblage process to create artwork, e.g., papier-mâché, found object assemblage, clay. • VA.O.4.3.01 explore architecture, nature, and/or figures as subject matter.

4. Academic Content Standards Covered: • 21C.O.3-4.1.LS.1 Student identifies information needed to solve a problem or complete an assignment, conducts a search and prioritizes various sources based on credibility and relevance, retrieves relevant information from a variety of media sources, and uses this information to create an effective presentation. • 21C.O.3-4.1.LS.3 Student, cognizant of audience and purpose, articulates thoughts and ideas accurately and effectively through oral, written or multimedia communications.

5. Select Media and MaterialMaterials, Equipment, Resources, and Preparations: Teacher Resources: Prewritten words and definitions for the word wall. Books (The Berenstain Bears and the Missing Dinosaur Bone, Variety of Dr. Seuss Books Right Foot, Left Foot), Pre-written/Pre-printed words and definitions for the word wall. Teacher Supplies: Teacher example of a newly discovered animal and its modeled form. Clay and clay tools for the demonstration. Teacher example of a newly discovered animal. Student Supplies (per class): 30 individual size model magic packets. 100 sheets of sketch paper, 30 pencils, 15 boxes of crayons. Safety Procedures: Remind students how to behave in the art classroom. Remind students that model magic is not supposed to be consumed and that they should be careful around other students model magic forms. Technology: Computer that can access the internet.

6. Websites • http://hirshhorn.si.edu/education/animals/animals.html • http://www.scottish-essays.com/animalart.html • http://clevelandart.org/educef/asianodessey/pdf/aniartel.pdf • http://ezproxy.marshall.edu:2536/sas/search?vid=1&hid=12&sid=245e61c3-b753-4113-a470-9c8d2f52174c%40sessionmgr3

7. Lessons and Descriptions Day One • Title: Animals and where they live around us • Description: Discuss animals, how they look, where they live, and what animals we see everyday. Introduce the book Holly’s Farm Animals. Have students draw their favorite animal and after they finish have them present to the class their animal have them tell why it is their favorite.

8. Day Two • Title: Let’s Explore • Description: Talk about scientists, what they do and how they do it. Talk about dinosaurs and how scientists discovered them, where they have discovered them, and the way they name them. Introduce the book The Berenstain Bears and the Missing Dinosaur Bone along with many Dr. Seuss books, look at the characters in them. Talk about how Dr. Seuss uses his odd characters and the places they live. During this lesson students will be encouraged to get interactive with websites about definitions used in class and about the authors discussed.

9. Days Three and Four • Title: What is that? • Description: Have students come in prepared to make the animal they have imagined that they have discovered and were the first to find. Have the students do a quick sketch and then have them form their animal from modeling clay. This part of the assignment will take two days to complete. Make sure to mention to students, after the second day of clay modeling, that they need to bring a shoe box for the next class date.

10. Day Five • Title: Where did you find it…a shoe box? • Description: After you talk about your animals have students discuss where they found their animal. Have students decorate their shoe boxes to show what type of environment they found their animal in. Place student work on display after they finish and have a classroom discussion

11. Keep Students Interested • It is not always easy keeping students interested in their projects, so I will have one computer designated to run student friendly websites that can help students generate ideas to keep their project going. Also, by breaking my lesson down day by day the students will have less trouble keeping occupied, because every day is planned to the fullest with fun art activities.

12. Performance Based Assessment strategies: • respond to questions regarding clay, model, and the techniques used to model clay • watch as they work with the formation of their modeling clay into an actual animal model • form groups to discuss their animal creates and each group will chose one member to speak in front of the class about what their animal is, how they cam up with their animal, where it lives, and how they made their animal.