We have not gone through the three big lesson ideas that Mrs. Black and I came up with at our first meeting. I spent some time with her after the kids had left for recess to talk about what we could do with the remaining two visits that I have left.
We decided that since the students are learning about genre, that we could try to do some art that related. The students also love drawing animals and following along with the "How to Draw" books. So we were thinking that we could have the students design and draw their own book cover for a fable, fairy tale, or folk tale. I will even give them some simple lessons on constructing characters and animals.
That will finish up the time I have with them and hopefully help the students to learn more about genre.
Tuesday, November 26, 2013
Putting the Animals In Their Place
I learned a great deal from my experiences last Tuesday. I felt that I could have done a better job with instruction and how I handled materials. It was also apparent that I needed to spent more time thinking about what students should do when they finished early or didn't have anything to work on.
Using the lessons I learned, I went in to today's lesson better prepared. I first made sure that I had clear instruction on what they would be doing, how they should clean up, and what they should do when they finished.
They were painting their boxes to create a habitat for their animal. I had prepared their boxes beforehand so that they just needed to paint on them. I reviewed the rules for using the paint, cautioning them against getting it on themselves, their clothes, or their neighbor.
On the board, I wrote down the steps for cleaning up once they finished. Despite this, I still needed to remind students what they needed to do, but I had something to refer to when instructing them.
I had come prepared with some "How to Draw" books that I was going to make available to the students for when they finished so that they would not disturb the others still working. This proved to be unnecessary as the students had some projects and assignments that they needed to finish already. So I reminded them of those assignments so that they had something to occupy them as they waited for the class to release for recess.
The distribution of materials was a lot smoother this time. I had not known where to find the paper plates last week, so I didn't have "palettes" to put colors on for them. Today, I knew where to find them and was able to get some paper plates so that I could give each table a plate with all of the colors available for them to paint. This way, I just handed out one plate for each table in stead of going around to each student. I also provided them with a few extra plates for mixing colors. As the class worked, I was able to replenish any colors the students needed. I had informed the class to raise their hand and I would talk to them and get them any colors they ran out of.
Anything that I failed to mention at the start of the art period I was able to tell the students after getting their attention using the hand clapping rhythm that Mrs. Black uses with them. For instance, I needed to remind the students to roll up their sleeves if they had on long-sleeve shirts. I also needed to remind the students to not paint the bottom of their boxes so that they wouldn't stick to the drying paper.
I spent most of my time walking around the class commenting on their work, providing praise for their use of color and some of the interesting compositions they created. I also encouraged them as they tried mixing colors and creating textures. When necessary, I gave them more paint.
The class was on task with the exception of a few that needed to be talked to occasionally. They were all having a great time painting and talked with their neighbors as they worked on their habitats. Not everyone was able to finish in the time we had for art, but Mrs. Black is going to let them finish later in the day. I am excited to see their animals in their homes next week. I will take pictures of their work and post those next week. I believe that the students are really proud of their work and really like their animals. In fact, they are very protective of them and are cautious about letting Mrs. Black put them on display in the school library because they are afraid that other kids might ruin or break them. I am sure they will have a great time showing them off to their parents when they take them home next week.
Using the lessons I learned, I went in to today's lesson better prepared. I first made sure that I had clear instruction on what they would be doing, how they should clean up, and what they should do when they finished.
They were painting their boxes to create a habitat for their animal. I had prepared their boxes beforehand so that they just needed to paint on them. I reviewed the rules for using the paint, cautioning them against getting it on themselves, their clothes, or their neighbor.
On the board, I wrote down the steps for cleaning up once they finished. Despite this, I still needed to remind students what they needed to do, but I had something to refer to when instructing them.
I had come prepared with some "How to Draw" books that I was going to make available to the students for when they finished so that they would not disturb the others still working. This proved to be unnecessary as the students had some projects and assignments that they needed to finish already. So I reminded them of those assignments so that they had something to occupy them as they waited for the class to release for recess.
The distribution of materials was a lot smoother this time. I had not known where to find the paper plates last week, so I didn't have "palettes" to put colors on for them. Today, I knew where to find them and was able to get some paper plates so that I could give each table a plate with all of the colors available for them to paint. This way, I just handed out one plate for each table in stead of going around to each student. I also provided them with a few extra plates for mixing colors. As the class worked, I was able to replenish any colors the students needed. I had informed the class to raise their hand and I would talk to them and get them any colors they ran out of.
Anything that I failed to mention at the start of the art period I was able to tell the students after getting their attention using the hand clapping rhythm that Mrs. Black uses with them. For instance, I needed to remind the students to roll up their sleeves if they had on long-sleeve shirts. I also needed to remind the students to not paint the bottom of their boxes so that they wouldn't stick to the drying paper.
I spent most of my time walking around the class commenting on their work, providing praise for their use of color and some of the interesting compositions they created. I also encouraged them as they tried mixing colors and creating textures. When necessary, I gave them more paint.
The class was on task with the exception of a few that needed to be talked to occasionally. They were all having a great time painting and talked with their neighbors as they worked on their habitats. Not everyone was able to finish in the time we had for art, but Mrs. Black is going to let them finish later in the day. I am excited to see their animals in their homes next week. I will take pictures of their work and post those next week. I believe that the students are really proud of their work and really like their animals. In fact, they are very protective of them and are cautious about letting Mrs. Black put them on display in the school library because they are afraid that other kids might ruin or break them. I am sure they will have a great time showing them off to their parents when they take them home next week.
Tuesday, November 19, 2013
Painting the Animals
Last week, we created animals from Sculpey clay. Mrs. Black baked them sometime before today and had them ready at the classroom. Unfortunately, some of the animals fell apart, or broke. This was upsetting to the students whose animals broke, but I was able to let them know that we would glue the pieces together after they painted them. Mrs. Black is going to have some glue available for me next week so that I can take care of the gluing.
Mrs. Black had a meeting to attend today, so there was a substitute teacher there to assist me as I taught today's lesson on painting our clay animals. The materials that we would be using were on a table for me. It was also then that I saw the animals and how some of them were broken.
I arrived a little early so that I could arrange and organize the materials we would need and make sure that everything was prepared so that the students could paint and not make a mess.
I first cut large squares of butcher paper to cover the student's desks to help keep them from getting paint on them. The butcher paper was also used as a place to put their paint that they would be using. I also got a paper towel for each student that they would use to wipe off their brush and hands as they painted. I organized the paint brushes, setting aside any that were inferior so that the students could all have a nice brush to paint with.
I then worked on grouping the animals, finding all of the pieces that belonged to each animal if it was broken, so that they students would be able to come up and retrieve their animal in an orderly fashion once the art lesson was about to begin.
All of this was done while the students were working with the substitute on other class work. At 9:45, I began the lesson.
I began by explaining the situation concerning some of the animals and the proposed solution. I then explained that since we were going to be working with paints, they needed to be careful and stay on task. I then went into detail about some rules and procedures. Once everyone was aware of the rules and agreed to behave themselves, I began to distribute materials. I had the students come up in small groups to receive their butcher paper, paper towel, and paint brush. Once everyone had those materials, I then moved on to handing out their animals. Again, I had them come up in small groups and pick up their animals. Those that were broken, I gave them all of the pieces and let them know that we would glue them later.
After all of the materials were distributed, I went around to each table and gave them a small amount of the paint they would need for their animals. I would pour small pools of the colors they wanted and move on to the next tables, this way the students weren't making a mess, and since the number of paint tubes was limited, everyone got the color they wanted without any arguments.
After that, it was just a matter of walking around the room and helping where needed. Some students wanted colors that we didn't have, like purple. I was able to teach them about mixing colors like red and blue to make purple. I also showed them that they could make a color lighter by adding some white.
As the students started to finish up, I had them place their animals on a table with paper towels to dry. They then washed their hands and threw away their butcher paper. For those that finished, I gave them some paper so that they could start thinking about what they wanted to make their box look like for when they painted those next week. The box will serve as a habitat for the animals and also a display case, like a diorama.
The students had a lot of fun. There was an issue of space though. It was really crowded as they were working at their desks. I think that next time I will have them spread out their desks more so that they can move a little easier as they get supplies and clean up.
I had forgotten to explain the procedure for cleaning up and what they should do when they were done at the beginning of the art hour. Luckily, using the hand clapping system that Mrs. Black has in place to get their attention, I was able to instruct them on those points during the hour.
There were some students that accidentally got their arms in their paint, but I had told them to roll up their sleeves and be careful, so when that did happen, it just got on their arm and I was able to give them some paper towels to clean up with.
Cleaning up went very well. The students washed their hands in the bathroom and put their soiled paper towels and butcher paper in the trash.
The students enjoyed painting and had a lot of fun finishing their animals. They are excited to paint their boxes next week and have a place for their animal to live. It should be another great day next week.
Mrs. Black had a meeting to attend today, so there was a substitute teacher there to assist me as I taught today's lesson on painting our clay animals. The materials that we would be using were on a table for me. It was also then that I saw the animals and how some of them were broken.
I arrived a little early so that I could arrange and organize the materials we would need and make sure that everything was prepared so that the students could paint and not make a mess.
I first cut large squares of butcher paper to cover the student's desks to help keep them from getting paint on them. The butcher paper was also used as a place to put their paint that they would be using. I also got a paper towel for each student that they would use to wipe off their brush and hands as they painted. I organized the paint brushes, setting aside any that were inferior so that the students could all have a nice brush to paint with.
I then worked on grouping the animals, finding all of the pieces that belonged to each animal if it was broken, so that they students would be able to come up and retrieve their animal in an orderly fashion once the art lesson was about to begin.
All of this was done while the students were working with the substitute on other class work. At 9:45, I began the lesson.
I began by explaining the situation concerning some of the animals and the proposed solution. I then explained that since we were going to be working with paints, they needed to be careful and stay on task. I then went into detail about some rules and procedures. Once everyone was aware of the rules and agreed to behave themselves, I began to distribute materials. I had the students come up in small groups to receive their butcher paper, paper towel, and paint brush. Once everyone had those materials, I then moved on to handing out their animals. Again, I had them come up in small groups and pick up their animals. Those that were broken, I gave them all of the pieces and let them know that we would glue them later.
After all of the materials were distributed, I went around to each table and gave them a small amount of the paint they would need for their animals. I would pour small pools of the colors they wanted and move on to the next tables, this way the students weren't making a mess, and since the number of paint tubes was limited, everyone got the color they wanted without any arguments.
After that, it was just a matter of walking around the room and helping where needed. Some students wanted colors that we didn't have, like purple. I was able to teach them about mixing colors like red and blue to make purple. I also showed them that they could make a color lighter by adding some white.
As the students started to finish up, I had them place their animals on a table with paper towels to dry. They then washed their hands and threw away their butcher paper. For those that finished, I gave them some paper so that they could start thinking about what they wanted to make their box look like for when they painted those next week. The box will serve as a habitat for the animals and also a display case, like a diorama.
The students had a lot of fun. There was an issue of space though. It was really crowded as they were working at their desks. I think that next time I will have them spread out their desks more so that they can move a little easier as they get supplies and clean up.
I had forgotten to explain the procedure for cleaning up and what they should do when they were done at the beginning of the art hour. Luckily, using the hand clapping system that Mrs. Black has in place to get their attention, I was able to instruct them on those points during the hour.
There were some students that accidentally got their arms in their paint, but I had told them to roll up their sleeves and be careful, so when that did happen, it just got on their arm and I was able to give them some paper towels to clean up with.
Cleaning up went very well. The students washed their hands in the bathroom and put their soiled paper towels and butcher paper in the trash.
The students enjoyed painting and had a lot of fun finishing their animals. They are excited to paint their boxes next week and have a place for their animal to live. It should be another great day next week.
Tuesday, November 12, 2013
More Animals Everywhere
Today was an exciting day! Last week the students created their own animals based on our discussion on animal adaptations. Today they got to make their animals using Sculpey clay. Because we were going to be working with clay, there needed to be some extra preparation.
I reviewed proper procedures for working with Sculpey clay. Because it is a polymer clay, it does not air dry. It also doesn't dry out from excessive handling. It starts out stiff from being cold, but as you work it in your hands, it warms up and becomes more pliable. It also needs to be used on a proper working surface, so I took that into consideration as I made my preparations to arrive at the school.
For today's lesson, I brought the following supplies:
- Wax paper to be used as the working surface while the students modeled their animals.
- Toothpicks to be used to strengthen the structure of the animals legs, wings, necks, etc.
- Sample boxes so that the students could make sure their animal was not too big.
Mrs. Black provided the clay and other materials such as scissors for cutting toothpicks. The toothpicks were necessary so that the animals would be able to stand on their legs and so that the heads or wings would not droop down. Sculpey becomes more pliable when it is warmed. It hardens after being heated to 275 degrees Fahrenheit for 15 minutes for every quarter inch of thickness. Knowing that the clay could droop slightly before hardening in the oven, I instructed the students to reinforce their animals with the toothpicks.
Another way to create a stable structure would be to first make an armature with tin foil and cover that in clay. Since we were working on a small scale, that process would have been excessive.
I arrived to class early so that I could prepare the clay for the students and get the wax paper cut to fit on their desks. Mrs. Black had bought a large block of clay, per my request, and I spent the first 45 minutes dividing the clay into 24 balls and kneading the clay to get it pliable and warm for the students to work with. While I was preparing, Mrs. Black saw to the classes instruction in their regular subjects, reviewing math, spelling, and cursive. Once I was ready, she turned the time over to me so that we could being working on the animals.
I began by reviewing what we had done last week. A few of the students had been absent last Tuesday, so we got them caught up. I then explained what we would be doing today, modeling our animals out of clay. Since clay can be messy, I then laid down some ground rules with the help of the students. I asked them what they thought should be some rules for working with clay. They responded with, no throwing the clay, don't drop the clay on the floor, don't eat the clay, and work at your desk. Those were good rules and I felt that they were sufficient, so I informed them that if they kept those rules, we would be able to use the clay. If they broke the rules, I told them that they would receive a few warnings before we had to stop modeling.
With the ground rules in place, I began to demonstrate how to use the clay. I had a ball of clay the same size that they would all receive and I showed them how to knead the clay to get it more pliable. I then demonstrated some basic modeling with pinching as well as adding parts to create eyes, ears, legs, etc. I also informed them of the necessity of toothpicks to strengthen the legs and other parts of their animals while demonstrating one way to make legs using the toothpicks.
After the instruction was over, I had some students help me distribute the wax paper and toothpicks. Once that was done, I gave each student a ball of clay and let them get to work.
While the students were working, I walked around the room to answer questions and offer help where necessary. They were all excited to create their animal, with the exception of a few students who seemed a little lost. I took some time to help them get started and brainstorm how they might start making their animals. I helped them draw out their animal based on what they wanted their animals to look like. This was mainly for those students who had been absent last week.
With the other students I would help them check to make sure their animal wasn't too big to fit in the boxes, access if the parts of their animal were attached proper, and help them figure out how to make those parts of the animals that they were having difficulty.
Everyone was excited to make an animal. They were also quite proud of their creations and would come to show me when they were done. Because some students were getting done before the rest of the class, I needed to find something for them to do so that they wouldn't disturb those still working. Mrs. Black had a cursive worksheet that we decided would be a good activity for those early finishers. I got the classes attention using Mrs. Black's clapping rhythm. I then explained to the students the worksheet and instructed them how to let us know when they were done. Mrs. Black also had the students start gathering their finished animals at the back of the room.
When it was getting time for recess, I reminded the students of where they needed to put their finished animals. Once the students left for recess, I helped Mrs. Black clean up the wax paper and excess toothpicks. I then went over the baking instructions for the clay with her since she would be in charge of doing that. We also discussed the plan for next week and what needed to be done before next Tuesday. The students are excited to paint their animals and their little habitats. Next week looks like it will be a great time as well.
I reviewed proper procedures for working with Sculpey clay. Because it is a polymer clay, it does not air dry. It also doesn't dry out from excessive handling. It starts out stiff from being cold, but as you work it in your hands, it warms up and becomes more pliable. It also needs to be used on a proper working surface, so I took that into consideration as I made my preparations to arrive at the school.
For today's lesson, I brought the following supplies:
- Wax paper to be used as the working surface while the students modeled their animals.
- Toothpicks to be used to strengthen the structure of the animals legs, wings, necks, etc.
- Sample boxes so that the students could make sure their animal was not too big.
Mrs. Black provided the clay and other materials such as scissors for cutting toothpicks. The toothpicks were necessary so that the animals would be able to stand on their legs and so that the heads or wings would not droop down. Sculpey becomes more pliable when it is warmed. It hardens after being heated to 275 degrees Fahrenheit for 15 minutes for every quarter inch of thickness. Knowing that the clay could droop slightly before hardening in the oven, I instructed the students to reinforce their animals with the toothpicks.
Another way to create a stable structure would be to first make an armature with tin foil and cover that in clay. Since we were working on a small scale, that process would have been excessive.
I arrived to class early so that I could prepare the clay for the students and get the wax paper cut to fit on their desks. Mrs. Black had bought a large block of clay, per my request, and I spent the first 45 minutes dividing the clay into 24 balls and kneading the clay to get it pliable and warm for the students to work with. While I was preparing, Mrs. Black saw to the classes instruction in their regular subjects, reviewing math, spelling, and cursive. Once I was ready, she turned the time over to me so that we could being working on the animals.
I began by reviewing what we had done last week. A few of the students had been absent last Tuesday, so we got them caught up. I then explained what we would be doing today, modeling our animals out of clay. Since clay can be messy, I then laid down some ground rules with the help of the students. I asked them what they thought should be some rules for working with clay. They responded with, no throwing the clay, don't drop the clay on the floor, don't eat the clay, and work at your desk. Those were good rules and I felt that they were sufficient, so I informed them that if they kept those rules, we would be able to use the clay. If they broke the rules, I told them that they would receive a few warnings before we had to stop modeling.
With the ground rules in place, I began to demonstrate how to use the clay. I had a ball of clay the same size that they would all receive and I showed them how to knead the clay to get it more pliable. I then demonstrated some basic modeling with pinching as well as adding parts to create eyes, ears, legs, etc. I also informed them of the necessity of toothpicks to strengthen the legs and other parts of their animals while demonstrating one way to make legs using the toothpicks.
After the instruction was over, I had some students help me distribute the wax paper and toothpicks. Once that was done, I gave each student a ball of clay and let them get to work.
While the students were working, I walked around the room to answer questions and offer help where necessary. They were all excited to create their animal, with the exception of a few students who seemed a little lost. I took some time to help them get started and brainstorm how they might start making their animals. I helped them draw out their animal based on what they wanted their animals to look like. This was mainly for those students who had been absent last week.
With the other students I would help them check to make sure their animal wasn't too big to fit in the boxes, access if the parts of their animal were attached proper, and help them figure out how to make those parts of the animals that they were having difficulty.
Everyone was excited to make an animal. They were also quite proud of their creations and would come to show me when they were done. Because some students were getting done before the rest of the class, I needed to find something for them to do so that they wouldn't disturb those still working. Mrs. Black had a cursive worksheet that we decided would be a good activity for those early finishers. I got the classes attention using Mrs. Black's clapping rhythm. I then explained to the students the worksheet and instructed them how to let us know when they were done. Mrs. Black also had the students start gathering their finished animals at the back of the room.
When it was getting time for recess, I reminded the students of where they needed to put their finished animals. Once the students left for recess, I helped Mrs. Black clean up the wax paper and excess toothpicks. I then went over the baking instructions for the clay with her since she would be in charge of doing that. We also discussed the plan for next week and what needed to be done before next Tuesday. The students are excited to paint their animals and their little habitats. Next week looks like it will be a great time as well.
Tuesday, November 5, 2013
Animals Everywhere
When I originally met with Mrs. Black about what lessons I could present for the students to aid in their learning, she had mentioned that they would be studying animal adaptations in January. Although I will not be able to continue to come in and provide art integration in January, we thought that a lesson on animal adaptations would still be a good art project to help lead into the curriculum later.
Children in general love animals, or at least Mrs. Black's 4th grade class does. So, I worked on a lesson that would allow the students to learn about animals and get creative as well. You can find the lesson under the Lesson 3 tab. The idea was to get them to sculpt an animal that they would create and then place that animal in a small habitat that they would construct using Jell-O boxes. I was inspired by the art of Peruvian Retablos. They are made of wood and have doors on the front that open outward to reveal a small scene in sculpture.
For our purposes, we will use Jell-O boxes instead of wooden boxes. The students will paint a habitat inside the box and sculpt their animal with Sculpey. After their animals are baked, the students will paint them as well.
Before we could get to painting and sculpting, I wanted to first get the students thinking about an animal they would want to make and draw it out. So today's lesson was focused on learning about animal adaptations and then using that knowledge to come up with an animal.
I started the lesson by asking the students, "Who likes animals?" They all raised their hands enthusiastically. I then went through the steps of my lesson plan by asking them about different adaptations that animals have. I explained how the shape of a bird's beak helps you know what it eats. We then talked about how animals defend themselves, hide, and get their food. I had the students participate the entire time by giving me examples and naming animals that they knew had those adaptations.
The students were excited to learn about animals and how the way they look was influenced by their unique adaptations. We also talked about the differences between predator and prey, carnivore and herbivore, and mammals and other animals. While this dialog was going on, I would draw examples of the aspects we were mentioning on the white board. This way, they had a visual reference for the topic we were currently on.
After going over the adaptations of animals and their different features, it was time to move on. I handed out a worksheet to help them brainstorm what their animal would look like and what it would be. As they were doing this, I also noticed that some of them were a little timid about making up an animal. So I went over some examples with the class. I showed them that their animal could have long legs or short legs depending on if they needed to run fast, reach high, or dig in the ground. I also showed them that their animal could have different defense mechanism, like horns, spikes, or camouflage. There was even an example inspired by a student that if our animal swims it could have webbed feet.
With this new understanding, the students got back to work and created their animals. It would occasionally get a little rowdy, so we would periodically remind the students to stay on task and not be disruptive. I walked around the room and helped out as needed, looking at their drawings and offering praise for their originality and creativity.
That was the end of today's work. Next week, I will go back and we will sculpt their animals. In the meantime, I have also asked that Mrs. Black enroll the help of the parents to get Jell-O boxes for each of the students so that in two weeks time we can paint their habitats.
Overall, the lesson was well received and the whole class enjoyed themselves. I am thinking of having them write a little biography about their animal to help tie in the adaptations portion of the lesson. I noticed that some were not really putting as much thought into the adaptations, but just making an animal that they thought looked cool. Part of that was because I wasn't as clear as I could have been on the expectation. I will remind them of this next week. They should be able to come up with reasons for why their animals look the way they do and have the features they do. I will take time to help them think that through as well.
Children in general love animals, or at least Mrs. Black's 4th grade class does. So, I worked on a lesson that would allow the students to learn about animals and get creative as well. You can find the lesson under the Lesson 3 tab. The idea was to get them to sculpt an animal that they would create and then place that animal in a small habitat that they would construct using Jell-O boxes. I was inspired by the art of Peruvian Retablos. They are made of wood and have doors on the front that open outward to reveal a small scene in sculpture.
For our purposes, we will use Jell-O boxes instead of wooden boxes. The students will paint a habitat inside the box and sculpt their animal with Sculpey. After their animals are baked, the students will paint them as well.
Before we could get to painting and sculpting, I wanted to first get the students thinking about an animal they would want to make and draw it out. So today's lesson was focused on learning about animal adaptations and then using that knowledge to come up with an animal.
I started the lesson by asking the students, "Who likes animals?" They all raised their hands enthusiastically. I then went through the steps of my lesson plan by asking them about different adaptations that animals have. I explained how the shape of a bird's beak helps you know what it eats. We then talked about how animals defend themselves, hide, and get their food. I had the students participate the entire time by giving me examples and naming animals that they knew had those adaptations.
The students were excited to learn about animals and how the way they look was influenced by their unique adaptations. We also talked about the differences between predator and prey, carnivore and herbivore, and mammals and other animals. While this dialog was going on, I would draw examples of the aspects we were mentioning on the white board. This way, they had a visual reference for the topic we were currently on.
After going over the adaptations of animals and their different features, it was time to move on. I handed out a worksheet to help them brainstorm what their animal would look like and what it would be. As they were doing this, I also noticed that some of them were a little timid about making up an animal. So I went over some examples with the class. I showed them that their animal could have long legs or short legs depending on if they needed to run fast, reach high, or dig in the ground. I also showed them that their animal could have different defense mechanism, like horns, spikes, or camouflage. There was even an example inspired by a student that if our animal swims it could have webbed feet.
With this new understanding, the students got back to work and created their animals. It would occasionally get a little rowdy, so we would periodically remind the students to stay on task and not be disruptive. I walked around the room and helped out as needed, looking at their drawings and offering praise for their originality and creativity.
That was the end of today's work. Next week, I will go back and we will sculpt their animals. In the meantime, I have also asked that Mrs. Black enroll the help of the parents to get Jell-O boxes for each of the students so that in two weeks time we can paint their habitats.
Overall, the lesson was well received and the whole class enjoyed themselves. I am thinking of having them write a little biography about their animal to help tie in the adaptations portion of the lesson. I noticed that some were not really putting as much thought into the adaptations, but just making an animal that they thought looked cool. Part of that was because I wasn't as clear as I could have been on the expectation. I will remind them of this next week. They should be able to come up with reasons for why their animals look the way they do and have the features they do. I will take time to help them think that through as well.
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