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Lesson Overview/Summary*:
The following lesson integrates Visual Art, Literacy, and Science as students develop an
understanding of the relationships between vertebrate animals, their structures, and the habitats
they dwell in. Students will learn the five vertebrate animal classes and the various animal
structures/functions and habitats that all animals have in common, while comparing their
differences. They will choose five different animals and fill out an informational chart from
conducted research on each one. Students will use informational books to learn, read, and
generate ideas about animals from around the world. After learning about the differences in
structures that serve common functions, students will learn about the artist Nicholas Di Genova
and his fusion of animal structures in a piece of artwork. Following the provided content, students
will choose three different vertebrate animal classes to combine into a hybrid animal of their own
like the artist. They will conduct research on the structures and habitats where they are found to
discover relationships between functions and to practice combining several ideas into one form.
Students will reflect upon relationships between animal structures and make connections with
relationships in their own lives in a writing assignment. After the unit, students will share the
relationships they found between the structures of their hybrid animals and the habitats they can
be found in with the class.
3 days
Essential Questions
(3-4)*:
(3-4)
(http://dese.mo.gov/divimprove/curriculum/GLE/)
5-3.1.D
1. There is a fundamental unity underlying the diversity of
all living organisms.
D. Plants and animals have different structures that
serve similar functions necessary for the survival of
the organism.
a. Compare structures (e.g., wings vs. fins vs. legs;
gills vs. lungs; feathers vs. hair vs. scales) that
serve similar functions for animals belonging to
different vertebrate classes.
Day 1
Day 2
1. I will present them with information on our inspirational
artist, Nicholas Di Genova.
2. Students will begin to analyze some of his work by
reflecting on the animals he chose to fuse together for his
images.
3. I will have students then decide which three vertebrate
animals they want to research and combine into one form of
art.
4. Students will fill out an informational chart by conducting
research on the three animals of their choosing. They will
make connections with the relationships between the three
animals and their structures/habitats.
9. While the
background drawing
dries, the class
will come together to
discuss again the differences between animal structures yet
the similarities involved in being a head, a torso, and a limb.
We will discuss the relationships between animals and their
habitats as a class.
10. After the habitat background drawing has dried, students
will glue their head, torso, and limbs from their three
separate animals onto the
page
combining them into one
form.
11. I will prepare them for the next days lesson by asking
them to begin to consider and reflect upon the relationship
between their three animals and the habitats they are found
in. I will have them also begin to brainstorm connections
between relationships they have in their own life with other
people. I will give them an example of how my best friend
and I both love to talk to each other and hang out, but we
Students will share their own Hybrid Animal with the class.
The class will raise their hand to guess which animals are
included in the art piece. The student presenting will then
share the three animals they used and the environments they
dwell in based on their structural features.
How will you engage students in imagining, exploring, and/or experimenting in this lesson?
I will engage students in imagining, exploring, and experimenting as they brainstorm animals they would like to incorporate in
their own personal hybrid animal. They will explore the differences in structures as they piece together a unique creature of
their own. Students will experiment as they combine various aspects of animals unifying them into one brand new animal.
Every student will use features from three different animals to explore and imagine something new.
How will this lesson allow for/encourage students to solve problems in divergent ways?
They will need to solve problems in divergent ways, as they connect three different animals into one form. The lesson allows
students to come up with a unique animal from the problem of animals having different structures. They must make
connections and piece together various animal structures in their own way.
How will you adapt the various aspects of the lesson to differently abled students?
Advanced Learners
I will provide them with another research chart to gather information on more vertebrate animals. They can even
provide more detailed information on where the animals are located around the world (countries, continents, etc.).
They can further develop their relationship understanding by creating another piece of artwork that fuses together two
objects representing themselves and another person and reflecting upon the similarities and differences they have with
others.
ELL Students
I will scaffold their language development by providing them with a reference book to connect content English language
with their native speaking language. It will have visual aids to explain the given vocabulary terms for the unit.
I would give them an opportunity to share animals that are found in their culture or more important to their culture with
the class.
What opportunities/activities will students be given to revise and improve their understandings and their work?
Students will be given the opportunity to improve their work after they complete their first vertebrate animal research chart. I
will formatively assess their understandings and provide them constructive feedback for when they complete their hybrid
animal research chart. They will have an opportunity to understand the structural differences between animals as they
complete their three animal chose art project.
What opportunities/activities will you provide for students to share their learning in this lesson?
I will provide students with the opportunity to share their learning by writing a reflection piece at the end of the unit to express
their unique animal and make connections with personal relationships. I will have students share their reflection piece and
their hybrid animal created artwork with the class at the end of the unit. We will hang these animals up around the room to
remind ourselves of the importance of relationships in our lives and the world around us.
Lesson Resources/References (please be very specific by providing links, authors, titles, etc.):
Day 1 Vertebrate Introduction Video
(2015, May 26). Vertebrate Animals | Educational Video for Kids. YouTube. Video retrieved from:
https://www.youtube.com/watch?v=qRKoGO7hNXg.
Day 1 Research Resource Links for Vertebrate Animal Charts
Animal Classification. Sheppard Softwares Kids Corner Animals. Retrieved from:
http://www.sheppardsoftware.com/content/animals/kidscorner/classification/kc_classification_main.htm.
Rader, A. (1997-2016). Vertebrate Basics. Raders Biology4Kids.com. Retrieved from:
http://www.biology4kids.com/files/vert_main.html.
Other books used for research and animal ideas
Author Clint Twist
Created and produced by Andromeda Childrens Books
Published in 2004