|PENNSYLVANIA STATE STANDARDS
A. 4.2.4. C: Identify needs of people.
B. 4.3.4. A: Know that plants, animals and humans are dependent on
air and water.
C. 4.3.4. B: Identify how human actions affect environmental health.
D. 4.7.4. A: Identify differences in living things.
E. 4.7.4. B: Know that adaptations are important for survival.
F. 4.7.4. C: Define and understand extinction
G. 9.1.5. B: Recognize, know, use and demonstrate a variety of
appropriate arts elements and principals to produce works of
H. 9.1.5. C: Know and use fundamental vocabulary within art
I. 9.1.5. E: Know and demonstrate how arts can communicate
experiences, stories or emotions through the production of works in
J. 9.1.5. G: Identify the function and benefits of rehearsal
and practice sessions.
The students will learn the importance of Global warming and
how it is affecting our world today. The students will understand
why and how animals are becoming endangered or extinct. They will
also learn to find ways to help make our environment a cleaner and
happier place. It will also teach the students the different types
of animals and the different physical adaptations enabling an animal
to thrive in a cruel environment. Students will learn how to make
paper mache puppets.
After reading the story, “One Bear's Battle against Global
Warming” by Jean Davies Okimotom, our class will discuss what
they thought the moral of the story was. Then we will disuse the
story in greater detail and I will ask each student to research on
the internet the different types of endangered species. Then they
will need to pick out one animal that stood out to them and they
will need to write the characteristic of that particular animal.
After they're done writing about their endangered animal, I will
explain to them that they need to make a puppet. When they're done
creating their puppet they will need to present their endangered
puppet to the class and explain why is the animal endangered? And
what can we do to help this animal so it doesn’t become extinct.
Story book about Polar Bears
Many reference books available on endangered animals
Paper towels and empty toilet paper tubes
Elmer’s Paper Mache Paste
Acrylic paint and brushes
|ACTIVITY AND PROCEDURE
MOTIVATION and INTRODUCTION
Purpose of the lesson
The purpose of this lesson is to teach students how important global
warming is. It also teaches them how to take care better our
environment because they will learn that global warming will only
get worse if we do not do something about it now.
Before reading and beginning the puppet project I would spend
the whole week talking about nature. They should also be use to
using the computer and researching information online. Finally they
should also have a good understanding on how to write and reflect on
what they learned about their endangered animal.
I will motivate the students by allowing them to choose their
own endangered animal for the puppet project. They should enjoy
sculpting their own puppet and then present for everyone to see.
|Lesson 1 ( 45 minutes)
Introduction: I will start off the lesson by asking the
class if they know what an endangered species is. Then I would
explain to the class that we are going to read a book about Polar
Bears, which is an endangered species. Then I will ask the students
to gather around in a circle on the floor and to sit very quietly.
After reading each page I would ask the students questions just to
make sure they are following along with the story. After I am done
reading the story I would ask students to think about the Polar Bear
and what the main concern was. I would make them think of why the
ice caps melt? Why is the melting of the ice caps a big issue for
the polar bear in the story? Once we have gone over the questions I
asked them to think about a fact they learned from the story. As a
whole class we will make a list of what we know and what we want to
Questions and Answer: During this time, the students
will ask me questions if they did not understand the key concept of
Closure: To end my lesson I will ask the students for
homework to look up and endangered species they would like to learn
more about, write it down and
bring it to class tomorrow.
|Lesson 2 (45 minutes)
Introduction: I will start off the lesson going over
the polar bear story and recapping what we learned yesterday about
endangered species. Then I will ask selected students to share with
me what they remember from the story.
I will ask each student to tell me the endangered species they
choose and we will make a class list. Then I would ask each student
to share laptops that I have borrow from the library and place them
on their desk. Then I will explain to them that I would like each
student to look up their endangered species and look up five facts
about the species. I will explain that one fact has to be why their
particular species is becoming extinct. In addition to the computer
research, I will be sure to have numerous books on this topic
available in my classroom as well.
Students will have twenty minutes to write out five facts and
after they’re done, I will ask them to share their facts that they
Questions and Answer: At this time students can ask me
questions about their endangered animal or any other question they
have about global warming.
Closure: To end my lesson I will ask the students to
bring in a paper towel roll or toilet paper roll for the next class,
as well as a smock or paint shirt.
I will ask the students for homework to print
out a picture of their endangered species. This way they can have a
visual while they are making their puppets.
|Lesson 3 and 4 (approx. 60 minutes each) Armature building
Introduction I will start off the class by showing them my
polar bear armature that is similar to the one in the story.
I will pass my armature around to the class, so they can see how it
was made and develop questions. Then I will explain to each student how I constructed it
and explain the similarity it has to a skeleton within them. (shape
& form/framework) I will explain what paper mache is
(relating it to the skin on our bodies) and will show them my
finished puppet. I will tell the students that they will be making a
similar puppet, except with
the endangered species they chose. I will go through step by step
how I put together my puppet and go over key terms my students need
to know. My vocabulary will be listed on a word wall for reference
and will be included in my spelling list for the week.
Before the class started, I placed foil, newspaper, masking
tape, Styrofoam balls and paper towels in bins on each table
grouping. I asked students to group around my table and watch as I start to
construct my armature. First I pulled out a paper towel roll which I
told the students to bring, however if they forgot I would have
extra. I will demonstrate building the armatures, framework. I will
explain to the students that it will make it a lot easier on them if they rip their
masking tape into smaller pieces and place the tape on the edges of
their desks before building. I will also demonstrate to the students how
they can construct arms, legs and ears out of tin foil and
newspaper and attach them. They will then return to their tables and begin
construction of their armatures. I will ask for a few parents to
come in to help with this process.
Questions and Answer: During this time, the student can
ask any questions they have about the project and a review will be
presented in the beginning of the second session for clarity.
Closure: Work will be stored on Styrofoam meat
trays labeled with their names. A designated place in the room will
be cleaned for the storage.
|Lesson 5 and 6 (approx.60 minutes each)
Introduction: I will have the materials needed for
these sessions placed on the table groupings and will ask parents to
assist me in the classroom. I will then group the class around me
and show my students how to apply the paper mache to their finished
armatures. I will go through the process step by step until they clearly
understand how to apply paper mache. I will also explain to them that they need to
overlap the paper mache so it can cover the entire armature. Then I will go over rules, such as they should always work
over their trays especially with paper mache so they do not get any
on their desk and that we will be using paper towels and baby wipes
for cleanup. No one will be allowed at the sink for hand washing and
if anyone finishes early, they will become apprentices for someone
else at their table grouping. The important vocabulary will be
reviewed. This process will occur in the beginning of both sessions.
The final layer of paper mache will be done with paper toweling, so
a base flat color for painting will be achieved.
Clean-up: I would ask each student to wipe any extra
mache paste from their trays and put their puppets back onto their
trays. By tables, the trays will place in the designated place in
the room for drying. They will then be asked to dry wipe their
tables with paper towels. Baby wipes will be handed out for their
hands. Hand washing at the sink will not be allowed.
Closure: When clean-up is completed, I will ask the students if they have any
questions about the project thus far. This way I can get
feedback on what they thought about the project. It can also give me
an idea if I should use it in the near future. I will make
arrangements for students who are not finished at the end of this
two session mache process to meet with me after school to get caught
up. A note will be sent home for permission to do this.
|Lesson 7 and 8 (approx.60 minutes each)
Introduction and Studio time: This session will be
introduced after all the puppets are completely dry. The days
between the sessions will be used for academic research. I will
demonstrate the process during the first of the two sessions and
then also review the process in the beginning of the second session.
I will setup a paint distribution table and will have some colors
loaded into Styrofoam egg cartons that can be closed and saved at
the end of the session. I will re-group the class according to the
major colors that will be needed for their particular animal and
have these colors handed out to share. Pallets will be discussed and
each table grouping will have a small bucket of water and paper
towels for brush clean-up. Parents will be invited in to help.
Clean-up: I would again have a clean up person to gather all the extra paper towels and throw it in the
trash. I would assign another "brush bucket" person at each table to
bring me the buckets, with brushes, for me to do a final washing.
Each student will move their puppet on the tray to the designate
Question and answer: When all is cleaned up, the students will
have the chance to ask me any questions about their puppet and the
details they put into it.
Closure: Tell the students that tomorrow is the last day for working
on the puppets and most of the students should be done. Explain to
them that they can add any accessories they want to their puppet.
|Lesson 9 (30 minutes)
Introduction The first thirty minutes of class I will
tell the students to put their final touches on their puppets. The
other half of class I will ask the students if they wouldn’t mind
sharing their puppet with the class.
Studio time: The students will continue working on
their puppets and putting all the details on. If there is a student
that is done with their puppet they may apprentice other students,
if they would like to. I will then ask the students who are done to
circle and be ready to listen to the students that would like to
share their puppets to the class
Clean-up: The clean-up will take place during the
studio time when students are starting to finish their project.
Question and answers: I will ask the students questions
about the project and what they learned. I will also ask if the
students have any questions dealing with the project
Closure: I will thank and praise each student for doing
such a wonderful job on the project. I will also explain the rubric
to the students and how I will grade their assignment.
|STRATEGIES FOR DIVERSE LEARNERS
I will accommodate all learners for this activity, especially ones that
require and IEP. I will make sure to get the extra help I need in the
classroom so I can have and extra set of eyes and hands for anyone
|SUMMARY AND CLOSURE
To end this lesson, I will the whole idea of doing this puppet project.
We will have a discussion on what the class learned about global warming
and what damages it can cause to the environment or to one habitat. Then
I will ask the student to raise their hands and tell me one thing they
disliked and liked about the puppet project. Then I will ask each
student to pick a spot around the room to place their puppet, so when it
comes time for parent’s days their parents can see all the hard work
they put into making their armature.
I will not assign any additionally homework or assignments unless
students did not finish any details or their facts about their puppet.
There will be a rubric handed out to each student on the paper mache
During the lesson I made sure to give clear examples and made
sure if the class did not understand something about any materials
to raise their hands. Through out the project, I had many class
discussions on whether or not the class like the puppet project so I
know to use it in the near future. Throughout my lesson I also try
to teach the importance of global warming and it was very crucial
that the class understood the