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Animal Homes Lesson Plan

Author: Katie Cook-Zamora

Year: 2013

Artform: Visual Art

Subjects: Language Arts

Grade: 1st

Duration: 2 Hours 50 minutes (1- 20 minute session, 2- 45 minute sessions and 1- 60 minute session)

Overview: In their reading, the first grade students learn about different types of animals and where they make their homes in the world. In this lesson, they learn to create a collage of an animal in the place where it lives.

Standards and Objectives

The student can create art by using a variety of line types and qualities and understand how artists use lines to create images. The student understands that objects are represented by shapes (organic or geometric) which are defined by outlines. The student can show correct size relationships. The student can recognize that all objects have texture. The student can make texture rubbings. The student can identify texture, pattern and rhythm in works of art.
The student can identify specific purposes for listening and listen and demonstrate understanding by responding appropriately. The student can demonstrate an understanding that print carries “the message.” The student can prepare to write by gathering and organizing information and ideas. The student can describe how things change and depend upon their environment to satisfy their basic needs.
The students will learn about how animals and plants each have their own texture and they will learn how to create that texture with a texture rubbing and by repeating lines and shapes. They will also learn about where animals live and how they adapt to their environments.


TEACHING AND TIMELINE

INTRODUCTION

Begin by reading a book to the students called I Howl I Growl by Marcia K. Vaughan or Way Out in the Desert by Jennifer Ward. Tell the students who the author and illustrator are, and ask them to identify what is the role of each. Have the students say the answer out loud if they know it.

Then ask students to try and recognize something about the words in the book as you read. If they figure it out, they can whisper it to their neighbor. After this, have one student share what they noticed.

When the book is finished, close the book and ask the students to list all of the animals and plant life that they remember from the book. You can have them work in groups of 4 and let them discuss and then have one student from the group share. Write this list on the whiteboard as each group shares their answers.

Briefly explain texture, and ask them to add the animal and plant textures to the list by working in the same groups again and then sharing.


DEMONSTRATION

Ask the students to choose a desert animal that they would like to draw. Then, have copies of the pages from the how to draw desert animals book available for students to take to their seat and use to help them draw.

Model for the students how to draw one of the animals and then show them how to use the rubbing plates underneath it, rubbing over the surface with a paperless crayon to leave a texture on the body of the animal. Once they have one animal done, let them choose if they want to do one or two more.

WORK PERIOD

After their animals are done, have them cut the animals out.

Show them how to draw and color a background for their animals to be glued on to. Model on the document camera or the whiteboard how to draw a horizon line and different types of desert plants, as well as a sun and some clouds in the sky in pencil.

When the drawing is complete, have them color it with the chalk and then glue their animals on where they want them to be. As a last detail, have them glue googly eyes on the animals to add character.


CLOSURE/SUMMARY

The next step for this project would be to help students do some writing. You could give them some sentence prompts and they could fill in the blanks. Before you have them fill in the blanks, have the class generate a list of words that could be used.

For example, write down the things in your picture and then list descriptive words for each. The desert tortoise- slow, wrinkled, bumpy, wandering. Sun- shining, hot, bright, fading. Cacti- waiting, watching, prickly, tall, short, round. The sentence prompts might be something like:

The desert tortoise is ______________ and _______________. He is __________________ in the desert.

When the writing is done, the pictures could be used to create a class book to be shared together.

This lesson is integrated with language arts and science. The students are learning about animals and how they depend on their environment and adapt to it. They are also learning about the role of an author and an illustrator and how to listen carefully to a book being read in order to be able to answer questions about it.
  • What type of animals live in the desert?
  • What kind of plants do you find in the desert?
  • What textures do these animals and plants have and how can you create them?
Modeling the process on the document camera will help all students to see how it is done. Giving the students the option to choose the animal or animals that they want will give them ownership. The drawing pages will help those that need more step-by-step instructions.
  • Desert- arid land with usually sparse vegetation having a very warm climate and receiving less than 10 inches of rainfall annually
  • Texture- The visual and especially tactile quality of a surface.
Have the students pair up and give them several texture card examples. Ask them to work together to identify each texture. Then visit each pair group and have them share their answers with you.

SUPPLIES, EQUIPMENT AND RESOURCES

  • 9"X12” white drawing paper
  • Pencils
  • Crayons (with paper removed)
  • Chalk
  • Glue sticks and googly eyes
  • Texture plates that show animal textures. (You can create your own texture plates by drawing with Elmer’s glue on small pieces of paper and letting them dry.)


RESOURCE BOOKS: