Students learned about what animals need to survive, saw different
Kay Adamson is an art teacher at Gin-
nings Elementary School in Denton,
Texas. email@example.com types of animals, ecosystems, etc. We
discussed the difference between a
domestic animal and a wild animal,
and agreed that all habitats should
show the animal’s shelter, as well as
their water and food sources.
Students know the differences among
visual characteristics and purposes of
art in order to convey ideas.
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To construct the habitats, students
took a 12 x 12" ( 30 x 30 cm) piece of
www.panda.org/about_our_earth/ construction paper and folded it both
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horizontally and vertically. Students
ecoregions/about/habitat_types/habi-tats then cut on one of the fold lines, stop-
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ping at the center. Holding the cut
paint (running low on glaze this year), but any type of paint or glaze would work. During the last class, students placed the clay animals in their paper habitats and wrote a story describ- ing their animal and habitat. Finally, there was time for sharing and evalu- ations. What a wonderful way to inte- grate art, science, and writing!
part of the construction paper, students overlapped the two sides and
glued them into place to form a three-dimensional diorama. Backgrounds,
shelters, and food and water sources
were added using scraps of construction paper.
Back to Clay
During the next class, it was time to
complete the clay animals that had
been fired and were ready for glazing. This year, students used tempera