Lesson Plan

Title: ___The Art of Planning

Length:___ day_______________

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives
of the unit/lesson(s). You may also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum
materials, etc., to get a better understanding of what content students already know and what they will need to know to be successful.
Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson.
(Hint: turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.

Can students identify different ways to plan and the purpose of a plan?
Have students ever planned anything before? What were they?
Can students determine what is important to include in a plan?
Can students explain why an artist plans?
Can students explain what goes into a plan?

Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role and create a learning product about a specific topic for a
certain audience. (RAFT Role / Audience / Format / Topic)

You are the zookeeper who is responsible for making sure your animal stays alive in captivity. It is your responsibility to make sure that your
animal has everything it needs in its enclosure to stay happy, healthy, and contained.

Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox,
Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards, content
specific curriculum, etc.

Prior Knowledge, Artistic intention, Choice, Composition, Proportion, Planning, space, form/function, plan vs product,

Enduring Understanding (s):

Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only link two or more concepts; but also demonstrate why this
relationship is important. Like concepts, they are timeless, transferrable and universal. Align Standards, Prepared Graduate Competencies (PGCs) and Grade Level Expectations (GLEs) to Enduring
Understandings.

(Standard: 2 PGC: -Use specific criteria to discuss and evaluate

works of art -Critique personal work and the work of others with informed criteria -Recognize, articulate, and implement critical thinking
in the visual arts by synthesizing, evaluating, and analyzing visual information GLE: The processes and philosophies of art and design
inform interpretations in works of art)
-Choices made during the planning process directly influence the finished product.

-Composition of spatial elements impacts how space can be utilized. (Standard: 1 PGC: -Explain,

demonstrate, and interpret a range of purposes of art and

design, recognizing that the making and study of art and design can be approached from a variety of viewpoints, intelligences, and perspectives
GLE: -Artists, viewers and patrons respond to works of art using inference and empathy)
Standards: (All lessons should address all standards.)
1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer
Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition behavior (measurable) criterion. Aligned to: Blooms Standards GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology.
Should be written as: Objective. (Blooms: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)

1. Observe and Learn to Comprehend: By observing examples of 2D plans for real 3D zoo habitats students will identify the three most important perspectives to consider
while planning How to create their animals habitat; birds eye view, inside of the enclosure view, and zoo visitor view. (Blooms: Applying Standard:1 GLE: 2 Art learning:
Historical/Multicultural)
3. Invent and Discover to Create: Students will use the drawing they made from different perspectives to inform their decision making process while actually creating a 3-D
environment for their animal. (Blooms: Creating Standard: 3 GLE: 2 Art learning: Materials/tools/techniques)
2. Envision and Critique to Reflect: Students will create their own 2-D drawings from multiple perspectives to plan for the 3-D habitat they want to create. (Blooms:Applying
Standard: 2 GLE: 2 Art learning: Concept/ideation)
4. Relate and Connect to Transfer: Students will continue to relate function and form by articulating their reasoning behind how the artistic decisions they make during creation
of their animals environment are adding to the functionality of the enclosure.
Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth
beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.

Differentiation:

Access (Resources and/or Process)

(Multiple means for students to access content and

multiple modes for student to express understanding.)

Students can choose how they want to communicate the layout

of their exhibit- using symbols and mark making techniques
however they see fit

Expression (Products and/or Performance)

Less complicated exhibit is acceptable
-finished product still meets basic requirements
-More basic reasoning and structure will be accepted

Students can use the 2-D medium of their choice (markers,

pencils, colored pencils, pens, crayons etc)
Extensions for depth and complexity:

Access (Resources and/or Process)

Expression (Products and/or Performance)

Draw what your habitat will look like from other

points of view. EX- animal viewpoint, visitor
viewpoint, at an angle
-Consider how you can maximize the amount of
space your animals has access to

More complicated exhibit is acceptable

What will the environment look like to your animal?
How can you move things around so that the zoo
visitors will be able to best see inside the exhibit?

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.

Vocab: Layout, composition, proportion, floor plan

Students will document the layout of their enclosure from different viewpoints in their sketchbooks. Students will consider multiple angles from
which to present their enclosures and be able to explain the decisions made during their planning process

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.

-Tracing paper
-Markers
-Colored pencils
-Crayons
-Pens
-Sketchbooks
-Card board boxes (habitat foundations)
-Sharpie markers
Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by the teacher to
support/develop the lesson.) List all resources in a bulleted format.

-Chester zoo painted dog exhibit plans- http://www.chesterzoo.org/~/media/Files/Education/Diploma/Original%20Plans%20(2009).ashx

-Dan Pearlman polar bear exhibit at Hannover adventure zoo http://www.zoolex.org/publication/dan_pearlman/hanover_yukon_bay_polar_bear.pdf
-Regenstein Macaque Forest at Lincoln park zoo -

http://www.lpzoo.org/magazine/articles/announcing-our-next-exhibit
-Orangutan exhibit upgrades perth zoo Australia -http://www.e-architect.co.uk/australia/perth-zoo-orangutan-enclosure
-http://iredalepedersenhook.com/?portfolio=perth-zoo-orang-utan-enclosure
3

-Interior design floor plans- http://www.newenglandfloorplans.com/interior_design.php

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.

1. Move desks into 3 stations

2. Set out their sketchbooks on their desks
3. Have tracing paper ready

Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate students interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose? Be specific
about what you will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: telling a
story, posing a series of questions, role-playing, etc.

Will show them work and plans by landscape architecture and interior designers and ask these questions:
How does viewing from different perspectives make you see differently?
What aspects of the work do artists communicate in their planning layouts?
How do artists and designers communicate a 3-D idea using a 2-D drawing?

Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry
questions and processes you will engage students in to help them develop ideas and plans for their artwork.

What can you do to make your habitat the most fun for a visitor to look at?
What do you need to include in order to keep your animal happy?
How many different ways can you look at one space?

Procedures:
Give a detailed account (in bulleted form) of how you will present the lesson logically and sequentially Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry,
etc. Include motivation and ideation/inquiry where appropriate.

Day
1

Instruction - The teacher will... (Be specific about what concepts, information, understandings, etc. will be
taught.) Identify instructional methodology.

1&2 establish a predictable

routine for students

1. Greet class
2. Take attendance
3. Write down the words of today, composition and perspective
4. Explain that todays objective is to design the best possible layout for our animals exhibit. We are going to be
making 2-D drawings to communicate what we are intending to make as a 3-D product
5. Present examples of 2-D plans for 3-D projects like landscape architecture/ interior design

3.

4.

-Chester zoo painted dog exhibit planshttp://www.chesterzoo.org/~/media/Files/Education/Diploma/Original%20Plans%20(2009).as

hx
-Dan Pearlman polar bear exhibit at Hannover adventure zoo http://www.zoolex.org/publication/dan_pearlman/hanover_yukon_bay_polar_bear.pdf
-Regenstein Macaque Forest at Lincoln park zoo -

http://www.lpzoo.org/magazine/articles/announcing-our-nextexhibit
-Orangutan exhibit upgrades Perth zoo Australia -http://www.e-architect.co.uk/australia/perthzoo-orangutan-enclosure
-http://iredalepedersenhook.com/?portfolio=perth-zoo-orang-utan-enclosure
-interior design floor plans- http://www.newenglandfloorplans.com/interior_design.php

5.

6.

While looking at the examples listed above discuss as a group:

-What do you understand about this work of by looking at this plan?
-What do layout plans tell us?
-How does the designer communicate ideas for a final project through their plan?
-Based on what you see in the picture, where is the viewer? Inside the habitat? If front? Above?
6. As a class, discuss observations made from plans we looked at. Come up with list of things every one needs to
look address in their plans
(Looking for elements listed below)
-placement of environmental elements
-height/density of environmental elements
-shelter for animal
-where zoo visitors will view enclosure from
Pass out worksheet with information below listed
-Trees, how many? How tall?
-Water, how deep? How big?
-Location of zoo visitors. How will they see into your enclosure? How will you keep them safe from animal?

7.

8.

9.

Inform students of
broader context for
activities and learning
that is happening in
todays lesson.
Inform students of
activity before
presenting examples.
Activate prior
knowledge of visual
planning. Give students
a context in which to
think about the
examples they will be
shown
Get students thinking
about the different
stages of planning and
project production
Ideation: students can
begin to brainstorm
ideas for their own
enclosure design
Collaborative
brainstorming about the
common thread between
all examples.
Connecting their own
ideas to the broader idea
of making a form that
follows function
Get students to
brainstorm what they
want their specific
culture to look like and
WHY
Understand how the
activity works and what
is expected of students
Make connections
between their own ideas
and the ideas of their

Time

1.
2.
3.
4.

2min
3min
1min
2min

5.

5min

6.

1min

7.

5min

8.

35min

9.

10min

10. 5min

11. 12min

12. Till
end of

-Shelter. Barn? Cave? Indoors? Under water?

7. Discuss point of view/perspective

- What will your enclosure look like from different viewpoints?
- How will it look/ feel to your animal vs. zoo visitors
-Why is it important to know what your enclosure will look like from different view points
-How will the design of your enclosure benefit the life of your animal?
8. Present todays activity
-Split up into 3 groups
-Each group will go to one of 3 different tables. Each table will represent a point of view as it relates to
perspective--- 1. Birds eye view 2. Creatures eye view 3. People eye view
- Students will rotate stations every 10 minutes
-At each station students will draw a picture of what their exhibit will look like from each perspective
-Melanie, Dan, and I will each stay at one station during this activity to help answer questions as they arise and
ask questions to check in for understanding
9. After all students have gone through each station we will have a few students that came up with especially
creative ideas share the plans they made for their environment.

10.
11. Clean up
-Everyone go to their original design station
-Make sure all materials are back in original box and gathered in middle of table

peers. Think more

creatively about their
own zoo enclosure.
Gain new ideas and
inspiration for what they
can include in their
enclosure.
10. Make connection
between elements of a
composition and how
they function in a
physical space sets up
platform for
discovery/understanding
of basic design
principals, depth of
which depends on
individual level of
student
11. Teach students to be
responsible for and
respectful of art room
and materials
12. Clarify level of
understanding from
todays lesson

class

12.ticket out the door in your sketchbook tell me.

1. What were the basic qualities that everyone

included in their enclosure?
2. When else is could drawing a visual plan be helpful?
Day
2

Mixed media environments with Lindsey

1.Greet class/gather in front of class/take attendence
2. Go around and share our costumes
-pass out sketchbooks here. One by one after you share your costume you are handed your sketchbook
3. Discuss student ideas about how we are going to go from the plans we drew last class to creating the 3-D
habitat
-However you make your exhibit the box has to be able to close and hold everything inside it.
-How are some ways we can do this?
Looking at the box we have in front of us, and our plans, where do we start?
Guide students to the idea of mapping out enclosure on the box itself before starting to add to the box
4. Students will transfer their floor plan/ perspective drawing from the sketch to the actual box.
-with a marker students will use line to mark out on their box where they want habitat elements in their
enclosure to be.

1.

2.

3.

4.

Gather students and

establish predictable
routine.
Students practice
speaking in front of
peers and working on
listening skills.
Students practice
reflecting on their
previous learning. They
also practice using their
existing knowledge to
approach a problem
from multiple angles.
Students practice

-Once students finish they will gather back on the couches in the front of the room
5. Introduce materials trick or treat activity
We will have 6 boxes filled with different materials,
- Students go to each box and, with eyes closed, feel around for a small handful of mystery materials and put
them on their trick or treat plate
- students will return to desks with mixed media materials
-must use at least 2 materials together to create something they will use in their exhibit.
-How/where else could these materials be used?
6. Have students check in with one of the teachers once they have finished their habitat element.
-discuss what was made, where it will go, why they made it etc.
7. Work time: After they have checked in with teacher they will begin building their actual habitat

5.

6.

8.Clean up
Assign clean up jobs based on who used what materials the most
Job 1- paint crew, clean in sink/put away pain and brushes/ throw away plates
Job 2- material crew, pick up materials and put them in their correct place
Job 3- ground crew, pick up garbage and any materials
Job 4- table/chair crew, take a wet wash cloth and wipe down table and chairs
Job 5- sketch book and project collectors
7.

8.

Day
3
Day
4

making connections
between the idea they
have drawn plans for
and how their actual
product will look.
Students will practice
approaching a familiar
material in a new way as
well as making the most
of what is available.
This promotes creative
problem solving skills.
Students practice
refelecting and
articulating their own
creative process. This
teaches students how to
speak about art work
while also allowing
them to practice
articulating their
thoughts.
Students begin to
practice creative
problem solving with a
specific goal in mind.
They will also begin to
explore important
elements of 3-D
production such as
stability, attachment,
and structure.
The students are
working on
responsibility skills and
skills on actively
working in groups to
complete a task.

Finishing Creatures with mixed media with Dan

Paper structure with Melanie
1. Greet class
-Attendance
-Where is everyone in their project

1. Students learn time

management by setting goals and
having a goal helps them stay

-We have only this is our last full day to work on the environments our goal is to get it done!
2. Optional brainstorming get together
-How can some materials be used to form 3-D shapes
-What different ways can we fold or tear paper to create different surfaces?
(Accordion fold, crumple it, tear/cut it and reattach it with glue, tape, staples)
-Plaster tape and paper mache demo
*soak the newspaper/plaster tape strips in the warm water
*apply the strip to the surface of your creature and for the plaster tape rub lightly to make the bond
stronger
-Using different materials to create different surfaces under the paper Mache and plaster tape
4. Clean up
Assign clean up jobs based on who used what materials the most
Job 1- paint crew, clean in sink/put away pain and brushes/ throw away plates
Job 2- material crew, pick up materials and put them in their correct place
Job 3- ground crew, pick up garbage and any materials
Job 4- table/chair crew, take a wet wash cloth and wipe down table and chairs
Job 5- sketch book and project collectors

Day
5

Final day to work on projects

1. Greet class
- Attendance
- This is our last day to work
- Students need to have project finished by the end of the class period
2.

3.

Work on final touches for creature and environment.

- Paint plastered creatures
- Decorate exterior of enclosure if the interior is finished
- Make sure all parts are secure in enclosure, no loose pieces
Clean up
- Assign clean up jobs based on who used what materials the most
Job 1- paint crew, clean in sink/put away pain and brushes/ throw away plates
Job 2- material crew, pick up materials and put them in their correct place
Job 3- ground crew, pick up garbage and any materials

focused. Students reflect where

they are in their art and how
much they still need to do,
estimating skills to see how much
longer they need to finish.

1.

4min

2. Students work on their

brainstorming skills and work on
group brainstorming skills,
building ideas off of each other.
The students also learn about
how materials can be
manipulated and used in a variety
of ways. Students work on
attachment skills and how to
choose from various options to
effectively deliver their
concepts/ideas.

2.

10min

3. Students are practicing

individual and group work skills
as well as asking teachers and/or
peers for insight on their project.

3.

15min
before
class
ends

4. The students are working on

responsibility skills and skills on
actively working in groups to
complete a task.

4.

Till end
of class

1.

3min

2.

6min

1.

2.

3.

Students get an idea of

what their goals to get
done are and work on
planning skills and time
management in order to
get everything finished.
Students get an idea of
what their goals to get
done are and work on
planning skills and time
management in order to
get everything finished.
The students are

Day
6

Job 4- table/chair crew, take a wet wash cloth and wipe down table and chairs
Job 5- sketch book and project collectors

1. Greet class
-Take attendance
-Go over todays objective of preparing for the grand opening of the zoo
2. Show example images of name/information plates from actual zoo exhibits
-What is the most important part of these labels?
-What do all of these labels have in common?
-Why are these label plates important for a zoo to include?
-If these labels were not provided, how would your view of the animal enclosure
change?
3. Show examples of museum labels of art work and presentations of artist statements
-What is the most important part of these labels?
-What do all of these have in common?
-Why are these important for a museum to include?
-How do these labels change the way you viewed the art work?

working on
responsibility skills and
skills on actively
working in groups to
complete a task.

1.

2.

3.

Students learn how to

identify what is most
important to present to
their audience. They
learn what is important
to include in the
presentation of an art
work and ways to
promote their artistic
production and ideas.

4.

Students make
connections between the
role of display and
presentation as it relates
to artistic and nonartistic contexts. This is
practicing the life skill
of drawing upon prior
knowledge and
experience to make
connections between
seemingly unrelated
situations.

4. Compare the two presentations of information

-What do the labels and the art museum labels have in common?
-How are they different?
5. Explain overview of todays activity
-Presenting info about creatures the way zoos do on the cover
-Presenting info about art process the way museums do inside sketchbook
-While students are working on sketchbook activity, teachers will be checking in one
by one with students to address level of completion for physical exhibit.
6. Explain sketchbook cover activity (zoo style labels)
-Cover will act as zoo enclosure name plate
-Will include:
- Illustration of animal
-Written description of creature
-Where does it live?

Students learn how to

transition into classroom
setting and become
aware of what the
overall point of todays
lesson is.
Students are learning
about how the way in
which information is
presented impacts how a
viewer perceives the
meaning of what is
being displayed.

3.

20min

-What does it eat?

-Where does it sleep?
-Physical description of creature?
-Anything else creator wants to tell the public
7. Explain sketchbook interior activity (museum style)
-Inside of sketchbook will act like an artist statement
-Will include visual and/or written information regarding
-*Pick your favorite element and explain how you made it
-Materials used: why and where
-Artistic discoveries made
-Reason behind creative decisions
-Illustrations of underlying structures
-Descriptions of pre-existing drawing in sketchbook
-Anything else you want to public to know about your artistic process
8. While students are working on sketch book activity teachers will check in one by one to see
if they feel its finished.
- Discuss what they are they are including in their sketchbooks
- Address unfinished enclosures and discuss how to finish
-Art materials corner will be ready for students who have things to finish

5.

Inform students of what

we will be doing today
before presenting them
with all details. Students
can then begin to
mentally prepare
todays activities

6.

Students practice
organizing necessary
information in an
effective way. They are
learning about how
information can be
perceived in different
ways by what colors are
used, how its organized,
and how much
necessary information is
delivered.
Students practice
reflecting on the most
important aspects of
their artistic process.
Students also practice
identifying what
information is necessary
to include for the viewer
to understand their
artistic production.
The students are
working on
responsibility skills and
skills on actively
working in groups to
complete a task.

7.

9. Clean up
-

3.

Assign clean up jobs based on who used what materials the most
Job 1- paint crew, clean in sink/put away pain and brushes/ throw away plates
Job 2- material crew, pick up materials and put them in their correct place
Job 3- ground crew, pick up garbage and any materials
Job 4- table/chair crew, take a wet wash cloth and wipe down table and chairs
Job 5- sketch book and project collectors

4.

Introduce brochures.
- What is a Brochure?
- Why do we have them?
- Show a PowerPoint slide on a bad example
What information does this tell us?
What information is missing?
- Example of a good brochure
How is this one different?

10

4.

5.

What makes this one stronger? (organized, right amount of information, good colors)
- Give out handout with what needs to be on the brochure. Along with my example. See attachment
Take students to the computer lab
- Explain step by step how to create a brochure
- Step 1: open word document
- Step 2: click on the brochure template
- Step 3: Delete picture on the template
- Step 4: make up contact information
- Step 5: use the handout to fill in the rest of the brochure
Work on final touches for creature and environment.
- Paint plastered creatures
- Decorate exterior of enclosure if the interior is finished
- Make sure all parts are secure in enclosure, no loose pieces

11

5.

Students are learning

about advertisement and
ways to promote their
product, show, and
ideas. This is practicing
a life skill on how to
promote their ideas.
They are learning about
how information can be
perceived in different
ways by what colors are
used, how its organized,
and how much
necessary information is
delivered.

6.

Students are practicing

their technology skills
and how to apply them
in the real world. The
students are also
reflecting on their
animals now that their
project is nearly
complete. How did the
design of the creature
and enclosure transform
as you continued to
work? What important
decisions did you make,
why did you go with the
choice you made. What

12

is your creature and how

does it interact it its
enclosure? Does your
project provide detailed
information about who
your creature is, how it
behaves and where its
from?
7.

Students work on
presentation skills and
how they want their
project to be presented
in the gallery with their
brochure.

8.
Student reflective/inquiry activity:
Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will
students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and
grade level expectations of the lesson.)

See attachment
Post-Assessment (teacher-centered/objectives as questions):

Post-Assessment Instrument:

Have students achieved the objectives and grade level expectations specified in your lesson plan?

How well have students achieved the objectives and grade level expectations specified in your lesson plan?
Include your rubric, checklist, rating scale, etc.

Can students explain the meaning of the words composition,

perspective, and layout?
Can students create a floor plan for their animals enclosure?
Can students determine what is important to include in a layout plan?
Can students define artistic decisions based on stated criteria in their
design plan?

Ticket out the door: answer the following questions

1. Why do artists make 2-D plans for 3-D projects
2. What are other situations where planning like this would be
helpful?

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again? (3) What do you envision for the next lesson? (Continued practice,
reteach content, etc.)

Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to students.
13

14

Who We Are
About Us
Choices!
What choices did you make that are
important to the way your creature and
enclosure looks?
Why did you make those choices?
What information does your enclosure and
creature tell the viewer just by looking at it?

What about this zoo makes it unique and

special?
Why would someone want to come to this
zoo instead of the other zoos in the world?
What kind of creature are in the zoo?

On your brochure you

must include the
following:
-title of the zoo
-brief description of the
zoo

How is your zoo set up?

-drawing of your creature

Contact Us
Phone: make up a phone number
Email: make up an email
Web: make up a website address

-description of your
creature and process of
creating it.

Pouder Lab School

Alicias 4/5 class
Fort Collins, CO
15

16

Your amazing art

experience!

What is your creature?

Idea!
What is your creatures name?
Where is from?
How big is your creature?
What activities does it enjoy?

How did you get your idea?

What research did you find that helped you
create your idea?

Materials!
What materials did you use and why?
How did you transform materials to get
them to work in your art project?

How did your idea transform as you

continued to make it?

What does it eat?

Any other interesting facts about your
creature you want people to know about it.

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