Name: Jennifer Thornton

Date: March 28, 2016

Lesson Number: 1 2 3
Grade Level: K 1 2 3 4 5 6

Objectives (Learning Goals)

Arizona Art Standards
Strand 1: Create, Concept 2: Materials, Tools and Techniques, PO
202. Demonstrate purposeful use of materials, tools, and techniques in his or her
own artwork.
Strand 1: Create, Concept 4: Meanings or Purposes, PO 101. Select and use
subject matter and/or symbols in his or her own artwork.
Strand 3: Evaluate, Concept 3: Elements and Principles, PO 201. Describe an
artists use of elements and principals in an artwork that support its meaning
and/or purpose.

Other Arizona Standards (Interdisciplinary)

Arizona ELA Standards
Recount or describe key ideas or details from a text read aloud or information
presented orally or through other media (2.SL.2)
Recall information from experiences or gather information from provided sources
to answer a question (2.W.8)
Produce complete sentences when appropriate to task and situation in order to
provide requested detail or clarification (2.SL.6)
Arizona Science Standard
1 2 PO 2: Inquiry Process. Participate in guided investigations in life and physical
sciences.

Required Background Information (What should they know before they begin?)
Students will already understand the meaning of a habitat and know that every
animal lives in a different habitat.
Students will have recently gone on a fieldtrip to the zoo where they observed
various animal habitats.
Students will understand that art can be created as a representation of something
else.

Materials and Supplies

Shoebox (1 per student; lid not necessary)
Various materials for collage (household
items, macaroni noodles, yarn,
construction paper, foam, stamps,
buttons, paint, fabric, Easter egg grass,
etc.any materials 2nd grade students
can use to represent an animal habitat)
Markers, crayons, colored pencils
Glue/Mod Podge
o No hot glue unless the teacher is
willing to glue items for
students
Scissors
Animal info cards from the zoo
Megan Coyle Animal Collage
Examples:
o http://mcoyle.com/galleries/gall
ery-animals/
Introduction (Hook/Bell Work)
Students will be shown various animal collages by Megan Coyle and be asked to focus
on the background. Teacher will ask: What do you notice about her backgrounds?
Students will answer. What does that remind you of? In Coyles collages, is the
emphasis on the animal or its habitat? How do you know?

Success Criteria (SWBAT) Based on Objectives in "kid-friendly" language

SWBAT create the habitat of various animals they previously observed, assemble a
representation of that animals habitat through collage making, and share it with the class.

Vocabulary
Collage
Assembly Habitat
Representation o Tundra
Model o Desert
Background o Forrest
Emphasis o Arctic
o Ocean
Observation
Explaining and Modeling:
Instruction (I Do)
Teacher will set out all materials students are able to use on a table and go over
the materials with the students (prior to the start of lesson).
Teacher will explain that the students are going to have the opportunity to think
about an animal habitat they saw at the zoo and represent that animal exhibit in a
way that makes sense to them.
Teacher will conduct a think aloud about how they might create their collage.
o My favorite animal at the zoo is the sea otter. When thinking about the
sea otters habitat, I remember seeing a lot of water, and a giant log. I also
saw grass and a giant rock where they could get shade if they needed to.
o If I were to make a sea otters habitat, I might take this felt and cut out a
shape that represents a river. Then I might take a few of these dry pasta
noodles to create a log. Then I would take all the different parts of my
habitat and assemble them in a way that makes sense. For example, I
wouldnt put my grass in the water.

Practice (We Do)

Teacher will ask: Now that you have seen some examples of collages, what is a
collage? What materials can be used to make a collage?
o If necessary, based on student answers, teacher will remind students that
various materials (be creative!) can be used to create a collage and
represent something else.
Teacher then holds up various items (one at a time) and have students volunteer
answers as to what the item could be used to represent (i.e. teacher holds up blue
 foam and the students could provide answers such as That can be cut into many
pieces and represent the ocean or That could be used for the sky!)
Teacher will ask guiding questions that elicit student response: What are some
important details to include in the representation of your animals habitat? Will
any two students habitats look the same? Why or why not?
Teacher will also go over the expectations for the students during the time they
are creating their collages by asking the students what appropriate behavior looks
like.

Independent Practice, Assessment, and Feedback:

Independent Work (You Do)
Students will work individually to create their animals habitat. Each student will
be provided with a shoebox to use as his or her blank slate and then be able to
select whatever materials they choose.
Students will be in charge of their own space and make sure their workspace is
completely cleaned up when they are done.

Conclusion (Wrap Up/ Exit Ticket)

Students will fill out a provided worksheet answering questions they explored
during their field trip to the zoo such as, does your animal live in a solitary habitat
or in a group, what is the weather like where your animal lives, what does your
animal eat, does your animal live in the tundra or in the desert, etc. Students will
be instructed to use complete sentences on this worksheet, focusing on longer,
more detailed sentences.
Students will present their habitat to their group/class and discuss what they
learned from their experience with collage making. What did they like? What did
they not like? Was it difficult to use the provided materials to represent something
else?

Notes to Self:
Make sure that students understand all of the expectations during each part of the
lesson in regards to proper use of materials, voice level, and student behavior.
Encourage students to think outside the box and be creative.
Walk around while students are making their collages. Expand students thinking by
asking guided questions: Which animals habitat are you creating? What material
are you going to use for _____?

Please consider:
If students were unable to go on the fieldtrip to the zoo, provide pictures of various
animal habitats at the zoo for them to select an animals habitat for their collage.
Students may not remember everything from their animals habitat. Have animal info
cards from the zoo available in the classroom for students to look at during the lesson.
Use age appropriate materials for the collage
If students finish their habitat and worksheet early, have them write down a paragraph on
the back of the worksheet explaining how they liked or did not like making their collage.
 Provide extra assistance to those students who may have difficulties with dexterity and
modify the provided materials.
Start collecting collage materials and shoeboxes a couple of weeks before the lesson will
be taught.

Common misconceptions students might have

Once students understand the meaning of a habitat, they may have a hard time
understanding that different animals have different habitats or they may think that the zoo
is the habitat.
Students may have difficulty using and conceptualizing the idea of turning common
household items or other art supplies into a representation of various elements of their
animals habitat. They may see an item and only see it as that item (i.e. a button is only a
button, a macaroni noodle can only be food, etc.). The guided questions in the We Do
section should help to eliminate this.

How you will gather evidence of learning?

The worksheet students will fill out will be used to determine if the objective has been
met. The student presentation on their habitat will also demonstrate their knowledge of
their animals habitat, as well as their comfortability with collage.

What interdisciplinary activities will be embedded in your lesson?

Students will use their prior experiences and observations to demonstrate their knowledge
of animal habitats. Then they will use collage to represent what they learned based on
their observations and information they gathered at the zoo. Students will then be asked
to answer questions on their specific animals habitat.