Lesson Plan

Title: Combobulate a Crazy Creature_________________________

Length: 3 class periods____________________

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.
Through questioning and observation, teachers will assess students abilities to:
Can students look at materials and assess them for their properties? Can they use this assessment to select materials for their creatures intended abilities?
Can students synthesize characteristics based on function and aesthetic appeal?
Can students combine parts to make a whole?
Can students make a crazy creature using collage, drawing, painting, etc.? Using sculpture methods like clay, cardboard, and assemblage to construct their creature?
Can students tell a story about their and other creatures?
Can students describe how they made their creature? How they think other people made their creatures?
Can students feel textures and describe how they feel? Can students imagine how textures would feel?
Can students talk about how parts function individually and also contribute to the function of a whole thing?

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 just found a Combobulator, a machine that combines lots of living things into one creature. You get to use the Combobulator to make yourself a pet. You have to think
about what you want your creature to do and where it will live. You can make your animal using a combination of characteristics from real animals, plants, humans, and
machines. You will plan your animal on paper using collage and drawing. Then you can make your animal in 2D or 3D form, using real textures like feathers, fake fur, and
shiny scales. Your creatures form must come from function; in other words, its characteristics will each have purpose. Then you get to think about where it will live and you
will transform a cardboard box into your creatures habitat.

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.
Ideation, texture, pattern, synthesize, imagination, nature, environment, reality, function, characteristics of living things, parts to whole, 2D, 3D, assemblage

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 demonstrate why this relationship is important. Like concepts, they are timeless, transferrable and universal.
DAY 1
Artists investigate new ideas by synthesizing pieces of reality

DAY 2/3
The characteristics of living things are designed for function
3D texture can be portrayed through 2D pattern
DAY 4
Environments fit the needs of living things

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)
Given a variety of textured materials, TSWBAT assess the properties of each material (e.g. provides warmth, is spiky for defense) and select materials that will give their
creature abilities (Blooms: understand, analyze, apply; Standard: create, reflect; GLE: 2.1, 3.1 (1), 2.2, 3.1 (K); Art Learning: ideation, materials/techniques, C&EF of art;
Literacy: talking about choices, sequence/planning; Numeracy: cause and effect)
After learning about animals, people, machines, plants, and contemporary artists, TSWBAT choose characteristics based on function and aesthetic appeal to include in
their creature (Blooms: understand, analyze, apply; Standard: create, reflect; GLE: 2.1, 3.1 (1), 2.2, 3.1 (K); Art Learning: ideation, materials/techniques, C&EF of art;
Literacy: talking about choices, storytelling, sequence/planning; Numeracy: cause and effect)
After investigating images of composite animals in centers, TSWBAT combine their prior knowledge with their favorite aspects of the images in order to envision their
own unique creature (Blooms: create; Standard: comprehend, reflect, create; GLE: 2.1 (1), 1.1 (K); Art Learning: ideation, historical/multicultural, materials, reflection;
Literacy: envisioning; Numeracy: shapes, parts to whole)
By joining different elements of animals, machines, plants, and/or humans, TSWBAT construct a unique creature in 2D or 3D form (Blooms: apply, create; Standard:
create; GLE: 3.1; Art Learning: C&EF, materials, reflection, assessment; Literacy: envisioning; Numeracy: shapes, parts to whole)
After their creature is complete, TSWBAT explain, describe, name, or tell a story about their creature to reflect on process, form, texture, or other aspects of art and art
making (Blooms: understand, evaluate; Standard: reflect, comprehend, transfer; GLE: 1.2, 2.1, 4.1 (1), 1.1, 2.1, 2.2, 4.1 (K); Art Learning: C&EF, conceptual, reflection,
assessment; Literacy: storytelling, describing; Numeracy: sequence of events (timeline, process))
Taking into consideration the characteristics of their composite animal and their knowledge about animal habitats, TSWBAT design and construct an appropriate habitat
for their creature (Blooms: apply, create; Standard: comprehend, reflect, create; GLE: 1.2, 3.1 (1), 2.2, 3.1 (K); Art Learning: historical/multicultural, materials, C&EF)
Using a variety of texture-making techniques, TSWBAT create implied and actual texture from 2D and/or 3D materials (Blooms: create; Standard: create; GLE: 3.1 (1),
3.1 (K); Art Learning: C&EF, materials, reflection; Literacy: texture vocab (describing words); Numeracy: cause and effect)

By looking at their creature and other creatures, TSWBAT explain how parts of a creature interact to affect the overall function (Blooms: understand, evaluate; Standard:
reflect, comprehend, transfer; GLE: 1.2, 2.1, 4.1 (1), 1.1, 2.1, 2.2, 4.1 (K); Art Learning: C&EF, conceptual, reflection, assessment; Literacy: storytelling, describing; Numeracy:
sequence of events (timeline, process))

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:
(Multiple means for students to access
content and multiple modes for student to
express understanding.)

Access (Resources and/or Process)

Expression (Products and/or Performance)

Multisensory centers (auditory, visual, kinesthetic, tactile,

naturalistic, 2D, 3D)
Drawing textures or cutting out pictures of textures
Tear paper instead of cut
Use premade forms (paper cups)

Make your creature in 2D or 3D form

Tell a story
Combine 2 animals into one

Extensions for depth and complexity:

Access (Resources and/or Process)

Expression (Products and/or Performance)

Draw your own textures

Cut out different shapes for the texture worksheet
Make your own form

Include one feature of each: animal, plant, human, machine

Write a story
Name your animal based on its characteristics
Make your creature in 2D and 3D form

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: texture, function, habitat/environment, combine, Combobulator, camouflage
Literacy incorporation:
Story time: reading a book about habitats
Center where students peruse books
Write/tell a story about your creature
Name your creature

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.
Day 1
Magazine images
Textures
Animals
Machines

Machine parts/found objects (from art ed room)

Wheels, gears, cranks, random appliances/electronics, wires,
Glue sticks/glue/mod podge
Scissors
Sketchbooks
Natural materials (sticks, rocks, grass, leaves)
Sensory station: fake fur, feathers, shells, shiny scaley things, track of animal/habitat sounds with speakers/headphones
Day 2
2D textures
Scratch paper and tape
Tin foil and sharpies
Paint, oil pastels, crayon, colored pencil, pencil, pen
Cut paper for ruffles
Fabric
Magazine clippings
Paper to draw/paint 2D creatures
Day 3
3D textures
Feathers
Tin foil
Fake fur
Shells
Cardboard
Toy wheels, gears, washers, screws, keyboard keys
Cut paper for ruffles
Beads
Found objects
Bodies: paper cups, tp tubes, yogurt cups,
Cotton balls
Fabric
Pipe cleaners
Socks and nylons with polyfill (Jennie will sew shut)bring needles and thread
Buttons
Hot glue
Old doll parts
Nature materials (sticks, leaves, grass)
Day 3
Cardboard boxes
Glue

Nature materials
Leaves
Sticks
Grass
Found objects
Paint, etc.

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.
Images as inspiration (**Powerpoint with all images has been made and is on Google docs)
Nicolas Lamperts machine animals (http://machineanimalcollages.com/)
Bev Doolittlecamouflage horses
Laura Ballcomposite animal creatures
Kate Clarkpeople animals
Enrique Gomez de Molinastrange animal sculptures
Burning Man creationssnail car, fire octopus,
Steampunksquirrel with wings
Greek mythologypegasus, hippogriff
Books: Andrew Zuckermans Bird and Creature at Poudre Librarieson holdshelf

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.
DAY 1
Prepare stations
Email Denise to ask about group colors
Tear out magazine pages with relevant textures, animals, machines
Bring found objects from art ed closet
Make imaginary combine creatures for brain break
Find nature tracks, put them on iPod/iTunes playlist, connect headphones/speaker
Cut out pictures of animals and glue them on papers
Rent library books (Andrew Zuckermans creature books and others at Poudre Library)
Make Combobulator
Make discovery board
DAY 2
Update discovery board
Rent and bring Andrew Zuckerman books
Make samples of 2D creatures
Gather supplies

DAY 3
Update discovery board
Make samples of 3D creatures
Gather suppliesBUY FAKE FUR
Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.
DAY 1
Use scissors wisely
Keep each group of materials at each designated center
Be careful of iPod/computer/speakers at sensory station
DAY 3
Teachers use hot glue

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.
Part 1: Creature
Put students in the role of an inventor who found access to a Combobulator machine. Make noises for Combobulator and act out funny animal combinations (brain break)
Part 2: Habitat
Read a story aloud about the environments of animals. Give each student a box. Have textures available for sensory engagement. Look at pictures/videos of animal
environments.

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.
Students will explore and start to plan ideas for their creature by going to each station
Students select and use existing animals as inspiration for creature
Students act out mythical creatures to think of them in a different modality
Inquiry Questions
What can your creature do?
Where will it live?
How does it move?
Does it have any special abilities? Can it talk?
Why did you choose this creature?
Why do you want it to be your pet?
Will it have a name?
What does it eat?

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
Instruction - The teacher will... (Be specific about what concepts,
Learning - Students will... i.e.: brainstorm to generate ideas; describe
Time
1
information, understandings, etc. will be taught.) Identify
detail to develop observation skills, etc. (Be specific about what will be
the intended result of the instruction as it relates to learning.)
instructional methodology.
7:45Set up and prepare stations
Make color coded worksheets for centers
Glue paper on front of every sketchbook
Tear out magazine pages with relevant textures, animals,
machines
Bring found objects
Collect sticks and rocks
Nature tracks, put them on iPod/iTunes playlist, connect
headphones
Set up cut out pictures of animals and glue them on paper
Set up library books
8:30Earth Art reflection
Recap earth art experience with Discovery Board and photo
documentations
Piper discovers rock stacking
Leonard talks about pattern with shapes and letters
Rigley discovers sand is different colors when wet and dry
Finn discovers you can draw with sticks

8:35Introduction to project (lecture)

Show Combobulator machine and explain how it
combines different parts of animals, machines, humans, and
plants to create a whole new creature
Brainstorm with class by using the Wild Self website to
come up with an imaginary animal together
8:45Brain break (kinesthetic)
Act like the imaginary creatures we show on the document cam (e.g.
eagle-dog, gecko on wheels)

Students will reflect on past learning experiences and explain discoveries

they made during the lesson
Students will pick out the highlights and main takeaways from last classs
activity

Students learn howthrough deconstructing and combinationwe can

use existing information to create something new
Students collaborate with others to make a class creature
Students will visualize the process of combining many features into one
thing

Students will demonstrate their understanding of animals through a

different modality

8:46Explain Centers
*Travel with your color group to each station

Students will learn the logistics of how to move through centers

Centers (move to each station to show, but have students watch from

Students will learn that artists can work alongside other artists only if

rug)

they are safe and respectful

1.
2.
3.
4.
5.
6.

Cut out and glue inspiration textures on provided paper

(color coded for each groupfind your name)
Look at pictures of animals (books, printed images) and
contemporary artists animal art
Sensory station (touch textures and listen to animal sounds)
Make your own texture (rubbings)
Take pictures of animals and glue them together on paper to
make a new creature (color codedfind your name)
Draw an environment for an animal

8:50-9:15Move through centers (students at work)

Rotate every 4 minutes (Jennie keeps stopwatch)

Students will learn about the characteristics of different animals through

observation
Students will see how other artists have interpreted animals

9:15Clean up
End up at their beginning station
Clean up
Finn gets trash can and collects scraps
Sienna will gather worksheets
Students sort scissors (4 in each caddy)
Parker put textures back in bag
Everyone else finds scraps on floor and stacks papers

9:20Reflection
Students at tables
Hand out sketchbooks
Plan and brainstorm creature using all of their exploration
and experience throughout the centers

Day
2

Students will learn how to synthesize information and turn it into

brainstorming through various modalities

Students will understand that clean-up is essential to art making

Students will engage in numeracy by sorting materials back to the way
they came

Students will synthesize components of the experiences to include in their

brainstorm
Students will revisit pertinent ideas from the centers and reproduce them
in their brainstorming

7:45 amTeachers prep

Make ppt slide for 4 categories
Create materials station at back table
Sketchbooks out; papers from last time sorted and on top of
each sketchbook; paper with each students name under
their sketchbook
Supplies for demo
8:30 amDiscovery board
Sienna

Lexi

Even though shes never felt a Pegasus, Sienna used her

imagination to pick textures that would feel like a
Pegasussoft, fluffy body and feathery wings.
Lexi discovered that patterns and textures can represent
parts of animals. She found that cutting up textures and
putting them together can create new patterns.

Students will revisit their learning to consider important discoveries

and highlights of the learning experience

We need more discoveries! Whenever you try something new or

find something out, call us over to come see! Then, we might put it
on the discovery board
8:35 amIdeation and explanation of project
Who has a pet at home?
What was your favorite funny animal from last time?
(show a few images)
If you could have an animal power, what would it be?
What are some cool things animals do?
PROJECT:
You are making a Crazy Creature!
Have to combine at least 2 different features from animals,
humans, plants, or machine (have visual aid example on
smartboard showing categories)
Today you will be drawing, painting, and collaging your
animal
Turn and talk to a friend to tell them what crazy creature
you are thinking of making.

8:40Sketchbook time
1. Glue in pages from last time and look at your creations

Students will connect to their prior knowledge so that their ideation (and
resulting creature) is personally relevant
Students will synthesize pertinent information from the outside world to
begin to plan their imaginary creature

Students will reflect on previous learning and participate in the planning

process

8:45Demo
Gather around one table
Its time to make our dream pet that has color, pattern, and texture!
Everyone is going to get a big sheet of paper to make their animal.
Demo 1: Fish scales from tin foil
Cut shapes in foil, color with sharpies
Demo 2: Ruffly hair or feathers from cut paper
Fold paper accordion style, cut lines in it
Demo 3: Rubbings

By looking at the available techniques and materials, students will start to

think about which they are interested in working with or how they might
relate to an animal they are thinking of

 Place paper over textures, rub with crayon

Demo 4: Collage
Cut and glue magazine/printed images
Demo 5: Painting with stick brushes
Quick color mixing review
Jennie will come around to give your table paint when you
are ready
8:45Brain break!
Jennie leads yoga
8:47
Meet on the rug
Ideation: Think in your head about these questions
Your dream petyou make it up!
What will your animal do?
What will it eat?
Where will it live?
Do you want to pet it? Play with it? Run with it? Swim with
it? Sleep with it? Go on adventures with it?
What are cool parts of animals you like? Wings? Paws?
Beaks? Fur?
Have you seen any make-believe monsters or creatures that
you like?

Students will consider form follows function when they think about
what they want their animal to do, then plan how it needs to look to be
able to do that.

Students will consider their personal desires in the creation of their

artwork

Okay now what are we doing? (Formative assessment: have

students tell what theyre supposed to do)
Does anyone know what they are going to make? What are you
going to use to make this?
Talk with students to see if they get the assignment

8:55
Work time
Create your animal on your piece of paper
Decorate with the textures we showed you
9:20
Clean up1 bell: stop, look listen
1. ONE person from each table put your paintbrushes in the
sink

Students will develop craft as they engage and persist with materials
Students will synthesize information and problem solve as they begin to
visually represent their Crazy Creature

Students will understand that cleanup is essential to art making

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2.
3.
4.
5.

If your creature is wet, come put it on the counter here and

sit back down
If your creature is dry, come put it on the counter here and
sit back down
If you have extra materials, sort them into piles
Isaac gets trashcan and everyone puts in scraps

9:28
What did we learn?? What did we discover??

Students will engage in numeracy by sorting materials back to the way

they came
Students will collaborate to clean up

Students will reflect on their learning, synthesizing the days events and
identifying the highlights

Next time you will get to actually build your animal!

Day
3

7:45 amTeacher prep

Sketchbooks on tables
Creatures on tables
Discovery board prep
Make 3D creature
Set out materials

8:30 amSketchbook Time

Draw something that makes you happy/excited/feel good

Students will practice sketching ideas in a short time frame and learn the
process of planning

8:35 amDiscovery Board

Arabelle and crumpled tin foil
Asher and camouflage
Patrick and storytelling

Students will revisit their learning to consider important discoveries

and highlights of the learning experience

8:40 amGallery Walk

Walk around and look at everyones crazy creature

Students will notice other interpretations of a single assignment and see

potential for other options in their own creatures
Students will see how others manipulate materials differently and will
gain new perspectives

8:45 amIntroduce Lesson

Gather at one table
Show them our creatures transition from 2D3D

By looking at the available techniques and materials, students will start to

think about which they are interested in working with to represent their
own animal

Demos
Show options for body: sock puppets, cardboard tubes,

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crumpled and taped newspaper, plastic bottles

Show available materials
Cover objects in tin foil using a gluestick
Hot glueHOW DOES THIS WORK, PATRICK?

8:50Work Time
Create your 3D animal with your choice of materials

Students will develop craft as they engage and persist with materials
Students will synthesize information and problem solve as they visually
represent their Crazy Creature in a different dimension
Students will translate visual information from the 2D picture plane to a
3D picture plane

9:22Cleanup
1. Bring your creature to the counter
2. Sort materials into piles
3. Rigley gets trashcan and everyone puts in scraps

Students will understand that cleanup is essential to art making

Students will engage in numeracy by sorting materials back to the way
they came
Students will practice collaboration skills

9:28Reflection
What did we learn?? What did we discover??

Students will reflect on their learning, synthesizing the days events and
identifying the highlights

Next time you will get to build your animal a habitat to live in!

Students might begin to conceptualize and brainstorm where their animal

would live/how they want to build the habitat

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.)
What did we discover?
What did we learn?
Tell a story about how you made your creature
Tell a story about what your creature does
Name your creature
What was your favorite part?
End of whole lesson: gallery walk with creatures in habitats
Make a video of students and their creatures

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

Have students achieved the objectives and grade level expectations specified in your
lesson plan?
1.
2.
3.
4.

5.
6.
7.
8.

Did students look at materials and assess them for their properties? Can they
use this assessment to select materials for their creatures intended abilities?
Did students synthesize characteristics based on function and aesthetic
appeal?
Did students combine parts to make a whole?
Did students make a crazy creature using collage, drawing, painting, etc.?
Using sculpture methods like clay, cardboard, and assemblage to construct
their creature?
Did students tell a story about their and other creatures?
Did students describe how they made their creature? How they think other
people made their creatures?
Did students feel textures and describe how they feel? Can students imagine
how textures would feel?
Did students talk about how parts function individually and also contribute to
the function of a whole thing?

Post-Assessment Instrument:
How well have students achieved the objectives and grade level expectations specified
in your lesson plan? Include your rubric, checklist, rating scale, etc.
Discussion
Sketchbook (process)
Worksheets
Final product
Discovery board

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.

8/9/14 Fahey

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