Lesson Title Art Form Grade Level

Animals Are Important—Animal figurine &Habitat Ceramic Homes

Ceramic 5th

Grade Level Theme Key Concept LinkEnvironment Habitat Science/Ecology/Social StudiesChallenge

Design a ceramic animal figurine and ceramic architectural habitat home of your significant North American animal of interest.Assessment StandardsCOMMUNICATE 5.1.A.1 Explore a variety of representational and abstract approaches to communicate ideas about globalization. 5.1.B. 1 Identify and describe strategies used in the artistic process to develop ideas, research, plan and refine

artmaking. 5.1.B.2 Independently brainstorm, list, and sketch multiple ideas and solutions related to the concept of globalization. 5.1.C.1 Demonstrate proper use of online and print visual resources to inform artmaking. 5.1.C.2 Independently demonstrate procedures for using and cleaning art materials, tools, equipment, and spaces.

CREATE 5 2.A.1 Create an interior design, product design, or architectural design for a global audience. 5.2.B.2 Use rulers as measuring tools when creating artworks. 5.3.F.1 Combing two or more hand-building techniques to create a stable ceramic sculpture.

5.3.F.2 Enhance ceramic artworks using a variety of surface decoration techniques.

RESPOND 5.4.A.2 Compare and contrast characteristics of natural and constructed environments in terms of aesthetic preferences. 5.4.B.1 Identify and describe use of perspective, spatial relationships, proportion, scale and movement in artworks.

CONNECT 5.5.A.1 Utilize a process from another discipline to inform the artistic process. 5.5.B.2 Compare and contrast how the roles of artists change in different careers.Supplies and Materials Images and Resources

White Stoneware Clay 50lbs; 2lbs each student

1” wide popsicle sticks; classroom set 6 rolling pins; 1 each table Woven General Duty Tarp 10’ x 12’;

class set pre-cut mats 6”x12” for students work area covers

Plastic ziplock bags Ceramic 2 ½ ” diameter synthetic

sponges; class set Tupperware containers;1 per table

(hold water to keep clay moist) Ribbon tool Toothpick/Wooden Needle tool; for

incising Amaco lead-free underglazes-variety of

colors Used Paint brushes for glazing process

Ceramic Artists Connection Judy Fox, “Out of Water”-Octopus, Casein-painted terracotta forms, 2013. NYC woman sculptor. Lisa Larson, Elk, King of Forest, earthware clay, 1996, Swedish ceramic designer. Sana Musasama, “House Series”, clay vessels, 1985. African American NYC ceramicist. Cochiti Pueblo, Cochiti Owl, Terracotta, New Mexico1860-1880. Cochiti Native Pottery. Eastern Han dynasty, Funerary Sculpture of a Chimera China, terracotta, 25-220AD. Persian, Rhyton in the Form of a Zebu Bull, earthenware clay, 1000-800 B.C.

Time Allotment Alternate Approaches5 Sessions-(1 hour each session) Special needs students who find working with earthenware

clay difficult may work with modeling clay. I.A. need help students practice hand-building techniques.

Notes

Art Historical Notes for Art Exemplar The great horned owl is seen as powerful mystic creatures. Their ears/so-called “horns” are often signs of spiritually powerful

beings in many tribes. Since most owls are active at night, locating their prey in the darkness, flying on noiseless wings and communicating with other owls through their weird sounding hoots, many tribes associate night and death with owls. Great Horned Owls are one of the largest owls and can take much larger prey than other owls—opossums and skunks. Sometimes it would be attracted by a campfire and will fly over it, shrieking as it goes.

Frogs play a variety of roles in Native American mythology. Frogs are considered medicine animals that have healing powers and the ability to bring rain. In others, they are associated with disease and bad luck. To the Anishinabe tribes of the North west Coast, frogs are associated with springtime and renewal. In Panama indigenous tribes such as the Bugle and Kuna tribes see the rare golden frog associated with wealth and eternal happiness.

Challenges with Special Needs Students May need to use cookie cutter animals for easier cut-out. Still teach the S.A.S.S. method so students can attach details to

their animal figurine. May need to write their names or initials on their clay pieces. For children with tactile sensory aversions, or probe to put things in their mouth using non-toxic play dough over earthware

clay would be wise. Limit animal choices for special needs students to 4 choices.

Accommodations/Adaptations for Clay Use of Baker’s Clay (Salt, flour and water dough)—safe and non-toxic alternative than traditional earthenware clay. Alternative Finish Coloring—paint with watercolors and seal it with a clear gloss medium.

BEST PRACTICES FOR TEACHING AND LEARNING

Create a Student-Centered Learning Environment

✓ Arrangement of Classroom  Collaborative table groups, Engage, Develop, Create, Reflect

 ✓ Safe and Positive Environment Art Room Safety/Class Effort Clean Up/Provisioning

 ✓ Relationships Class Discussion, Pair-N-Share, Artwalk, Questioning, Cooperative learning

Plan and Teach for Student Learning

  ✓ Content Knowledge  Align with POS/Pacing guide, Understand of ecology/habitat & function fit form, Planning sheets (page 7-8; 17)

 ✓ Engagement Idea development & planning, Quick Sculpt, Power Point, Youtube Video, Demonstration, Artwalk

  ✓ Teacher Collaboration Aid in hand-building techniques

Assess Student Learning

 ✓ Goal Setting and Reflection I can statement (page 3), Final Reflection (page 20)

 ✓ Checking for Understanding Planning Sheet (Page 8) Writing Prompt (page 10)

 ✓ Assessments Peer Review, Teacher Review, Informal clay assessment quiz

Lesson SessionAnimals Are Important—Animal Figurine & Habitat Ceramic Homes 1

Engage1. Present PowerPoint Habitat Ceramic Homes: Open-ended Questions: What is a habitat?

Follow-Up Questions: Can you name some habitat?Introduce the art challenge: Design an animal figurine and ceramic animal habitat home of your North American

animal of interest.2. Introduce vocabulary—Biome, Figurine3. Introduce artist exemplars:

Judy Fox, “Out of Water’-Octopus, Casein-painted terracotta forms, 2013. NYC female sculptor. Lisa Larson, “Elk, King of Forest”, Earthware clay, 1996. Swedish ceramicist. Sana Musasama, “House Series”, clay vessels, 1996, African American NYC ceramicist. Cochiti Pueblo, Cochiti Owl, Terracotta, 1860-1880. Eastern Han dynasty, Funerary Sculpture of a Chimera China, Terracotta, 25-220AD Persian, Rhyton in the Form of a Zebu Bull, earthenware clay, 1000-800 B.C.

Describe what notice about these objects. What do you think they were used for?4. Share teacher’s prototypeQuestions: What animal was created? What details do you see? Are there textures? How is the texture produced?5. Engagement video: Students watches “Making a Simple Animal out of Clay” https://youtu.be/ocAc--CQdPw6. Engagement Activity: Students in their table groups pick a habitat (desert, grassland, freshwater, chaparral/scrubs,

temperate deciduous, coniferous forest/taiga, etc.) to make a ‘mindmap’ to present/share amongst rest of class next class.

Develop1. Bring out the teacher prototype and discuss what the students will be learning.

“I can … make an animal figurine and architectural habitat home.” statement.o I can reflect on the importance of animals in different cultures.o I can compare and contrast ceramics use in various cultures.o I can explore a significant animal of interest through discussion and art making.o I can create a ceramic figurine out of slabs & animal habitat shelter using basic hand-building

techniques (pinch pot, slab, coil, sgraffito).o I can explore the use of underglazes to color my ceramic animal figurine and habitat shelter.

2. Demonstrate how to fill out graphic organizer “3D Planning Sheet” to design their own animal figurine based off North American animals. Students will use the Native American Animal Guides to evaluate which animal they want to create.

Create1. Distribute “Native American Animal Guides” so students may start brainstorming which North

American animal they may wish to create. Using this guide they will pick 1 animal to fill out the graphic organizer “3D Planning Sheet” (Ask students to do at least two different sketches of their animal figurine in 2 different poses).

2. Demonstrate the process of making a slab to cut out shape of animal figurine using a rolling pin. This way student will have a preview of the next session.

Reflect1. 20 minute before class ends, instruct students to stand up and participate in “High-Five Hustle”:

o Students must high-five five different students sharing a new fact they learned today in Art to each new student they high-five (a fact could be on what they learned during PowerPoint presentation, video, artists examples, biomes/habits, etc.)

2. Cleanup procedures: Turn off lights & remind students to do their art jobs putting away materials & artwork.

3. Preview Next Class: Students will be learning hand-building steps to make their animal figurine.

Lesson SessionAnimals Are Important—Animal Figurine &Habitat Ceramic Homes 2Engage

1. Review session 1: We learned biomes in North America and importance of animals in visual cultures of different cultures/countries.

2. Introduce vocabulary—Coil, Slab, Sgraffito/Incise, Slip & Score 4. Present PowerPoint on Animals Are Important reviewing S.A.S.S. (Score, slip, attach, smooth) technique for

slab attachment. Watch review video on “Scoring & Slipping Review” https://youtu.be/luvzef11KaY

5. Open-ended Questions: What is a figurine? A small statute that represents a human, god or animal. Review how Persian, Rhyton in the Form of a Zebu Bull is a figurine.

a. Introduce vocabulary—Slab, Coil, Additive/Subtractive sculpting6. Engagement activity—Presentation of habitats: Students in table groups will present their “habitat mindmaps”

they created from session 1.Engagement activity—Quick Sculpt: Students pair up. Teacher will give students a North American animal on index

card. Without looking, partner student use descriptive clues about the species to describe to partner what that animal is without saying animal name. Student must sculpt the animal only using the descriptive clues. Students are given 5 mins.

DevelopDemonstrate How to Make Animal Figurine

1. Demo how to add clay to form the other large parts of your animal (ex: snout, horns, wings legs, tail etc.). Score & Slip to attach.

2. Add smaller details . . . (Eyes, nose, mouth, fangs, teeth, whiskers, ears, claws, etc.). Score & Slip to attach.3. Incise/sgraffito or impress patterns & textures (ex: fur, feathers, scales, etc.) using found objects or needle

tool.Remind students figurine are typically small so their animal figurine no taller than 3 ½ ”. We want to try to make

sure your animal figurine fit inside the clay homes you will build for your animal.Create

1. Distribute 1 cube of 1 lbs of clay to each student.2. Artwork distributor will pass out their tables planning sheet to refer to when sculpting their animal figurine.

3. Students should be finish sculpting the basic larger form of their animal today. Students can get to smaller details such as eyes, horns, teeth, etc. but this can be done next class.

4. Remind students please write your name on the bottom of your animal (best spot is write name or initial on the underbelly of your animal where no one will look).

Reflect1. About 15min before the end of class, class assessment check with “Review It”:Students are asked a series of questions pertaining to what they learned about building their figurine & techniques sued. If students agree (thumbs up), if students disagree (thumbs down) in response.

A figurine is any small statute that represents a human, god or animal in fact G. I. Joes are figurine!I learn that S.A.S.S. is when you Score, Slip, Attach and Smooth when attaching two clay pieces.I learn that incise is NOT the same as sgraffito where you scratch with a pointy tool to make marks in clay. To make a slab I could THROW my clay against the table or ground!

2. Instruct students to stop and direct students into clean up procedures. Check if they written their names/initials on underbelly/bottom of their clay animal. In order to keep our clay in moist working conditions everyone must place their figurine in plastic bags and absolutely make sure their baggies are sealed otherwise it will dry up! Turn off lights and remind students to do their art jobs. Your animal figurine should be complete and left to dry till bone-dry greenware ready to fire.

3. Preview Next Class: Remind students next class they will finish their animal figurine with details & texture and start building their animal habitat homes using slab building technique.

Lesson SessionAnimals Are Important—Animal Figurine &Habitat Ceramic Homes 3Engage

1) Review session 2: Finish their animal figurine using hand-building techniques and today we start on our animal habitat homes using slab building techniques.

2) Engagement Activity: Demonstration on slab building and use of S.A.S.S.3) Present PowerPoint on Animals Are Important4) Review Questions: What is a figurine? Name figurine examples (G.I. Joes, Pokemon, Ninja turtles)5) Review vocabulary— Form/Function, Pinch Pot, Slab, Slip/Scoring, Glaze, Additive sculpting,

Biome/Habitat6) Introduce vocabulary—Bisque fire, Architectural, Greenware7) Review artist exemplar of figurine:

Lisa Larson’s Elk, King of Forest8) Introduce artist exemplars for architectural building connection:

Sana Musasama, “House series”, clay vessels, 1985.Questions to ask about artist exemplars:

o What does the word “shelter” mean to Sana Musasma?Share how “shelter” to Sana means a place sought for comfort, warmth, protection, privacy.

DevelopDemonstration on Habitat Slab-building Construction:

1. Preview students must sketch to brainstorm 2 potential ideas for slab home. Plan the decoration as well as outline in color pencil the color glaze you would want for your slab home. Please give

your habitat home an unusual shape NOT a box-like home. What about a round shape like a mushroomstool? What about a tall narrow shape like a tree bark? What about adding doors or windows for your animal shelter? Stone stairs? Be as creative as you can.

2. Show students you must work from base up.This is because if you work form base up you know how wide to accommodate your animal figurine to fit inside of your

clay habitat home.3. Demo how to compress and roll out slab using rolling pin. Slab CANNOT be TOO THIN at least ½” thick.4. Teach the basic clay box construction using slab method by adding walls. Use the S.A.S.S. technique learned

in session 2.5. Think about how will I add a roof for my animal habitat home. Be creative in texture for this roof. Think

about adding landscaping to the slab walls and decoration.Create

1. Ask table supply distributor to get table supplies—1 rolling pin, 1 popsicle stick & 1 toothpick/wooden needle tool, and pencils.

2. Distribute Animal Biome Research Planning & Animal Habitat Home Planning sheets for students to fill and complete.

3. Begin slab-building construction. Teacher monitor & supervise (may use pre-existing container shapes for mold of slab building).

Reflect1. About 15min before the end of class, distribute “Clay Unit Quiz”:

Students are asked a series of questions pertaining to what they learned about building their figurine & techniques sued. If students agree (thumbs up), if students disagree (thumbs down) in response.

2. Instruct students to stop and direct students into clean up procedures. Must write their names/initials on bottom of the base of their slab building. In order to keep our clay in working conditions everyone must place their figurine in sealed or knotted baggies otherwise it will dry up! Turn off lights and remind students of their art jobs.3. Preview Next Class: Next class they will work on their animal habitat home including a roof and detail decoration

& texture/Sgraffito on to their slab building.

LessonAnimals Are Important—Animal Figurine & Habitat Ceramic Homes 4Engage

1) Review session 3: We started on constructing our animal habitat homes using slab building techniques and today we will be adding texture using sgraffito/incision.

Engagement Activity: Demonstration on sgraffito and mishima. Students watch how found objects can be use to make pattern/texture “Clay Pottery Slab Building: Clay Texturing with Found Objects”. https://youtu.be/Plkz3OPqUcI

2) Present PowerPoint on Animals Are Important3) Review Questions: What is S.A.S.S.? What is glaze? What is biome?

4) Review vocabulary— Scoring/Slipping, Glaze, Architectural5) Introduce vocabulary— Subtractive sculpting (Windows/doors), Texture6) Review artist exemplars:Questions: How did these students sue subtractive method in their slab buildings? How is subtractive different than additive sculpting? What are some examples in the shown artwork?

DevelopDemonstration Different Ways to Use Subtractive Sculpting & Add Texture:

1. Review/Demo how to compress & roll out slab using rolling pin. Slab CANNOT be TOO THIN at least ½” thick.

2. Subtractive sculpting—Created by pushing into clay or drawn into surface. Students can use any tool to poke or draw toothpick, pencil, and wooden needle tool. For impressing students can use found objects like buttons, stamp pads, stencils, etc. Students can cut holes into slab in subtractive method making windows, doors, chimney, etc.

3. Additive sculpting—Created by adding clay on top of surface. Students can use popsicle sticks to cut shape slab to lie on top of clay surface and attach using the S.A.S.S. method learned in session 2.

4. Texture “magic” using found objects—Demo how you can impress objects, stencils, fabric into clay surface for pattern and texture like stamping.

5. Remind students their animal habitat homes need 3 visual clues: they can use slab additive, subtractive, texture to illustrate these visual clues. Get as much decoration done today because next class we will only have 15 minutes to add final touches.

Create1. Ask table supply distributor to get table supplies—1 rolling pin, 1 popsicle stick & 1 toothpick/wooden needle

tool and pencils.2. Distribute back Animal Habitat Home Planning sheets for students to review 2D sketch for modeling.3. Distribute back slab building projects with help of students who are artwork distributors.4. Finish slab-building construction must start on roof part today as well start on subtractive sculpting and texture.

Teacher monitor & supervise (may use pre-existing container shapes for mold of slab building’s roof).Reflect

1. About 15min before the end of class, self assessment using “Final Checklist”:☐ Can my animal figure stand on it own?

☐ Does my animal have texture? Incision?

☐ Is my shelter big enough to fit my animal figurine?

☐ Does my animal habitat home have 3 visual clues to show where my animal lives?List your visual clues in space below.

☐ Does my animal home have a roof?2. Instruct students to stop and direct students into clean up procedures. Must write their names/initials on bottom of the base of their slab building. In order to keep our clay in moist working conditions everyone must place their figurine in plastic bags and absolutely make sure their baggies are sealed or knotted otherwise it will dry up! Turn off lights and remind students to do their art jobs.

3. Preview Next Class: Next class they will primarily be finish to underglaze & do artwalk and reflection.

LessonAnimals Are Important—Animal Figurine & Habitat Ceramic Homes 5Engage

1) Review session 4: We made our animal habitat homes using slab building technique and decorated it using Sgraffito for texture and today we will be underglazing our animal figurine and habitat homes!

Engagement Activity: Students preview that their ceramic habitat home can function as garden home for neighborhood animals. Learn how artists roles can incorporate their other discipline knowledge into running their own business. “Garden Gate-Episode 22 Toad Houses by Heathyr Francis” https://youtu.be/IEHoPgXoINo

2) Present PowerPoint on Animals are Important3) Review Questions: Name a subtractive method you use. Name an additive method you use.4) Review vocabulary— Additive/subtractive sculpting,5) Introduce vocabulary—Underglaze

What is underglaze? A coat of colored liquid which stick to the surface of a clay body during firing! It can make your dull color clay look super colorful and shiny.

Remind students today is our last day on this project. Finishing touches. Develop

Demonstration How To Apply Underglaze:(Animal figurine maybe the only bisque fired piece you can glaze for this session. Animal homes may need to wait a

week before to dry before firing.)1. You only apply glaze to bisqueware, NEVER to greenware.2. Explain why 3 coats are mandatory (even colors, even flux, no streaks and high saturation).3. Explain how to properly apply glaze. Start from top to bottom if the paint drips use a damp sponge to wipe away

quickly.4. Never get glaze on the bottom of your clay pieces. Warn students: When fired the underglaze on the bottom will

melt and stick to the oven-like kiln and I will have to chisel out your piece. I cannot guarantee it won’t shatter and break. Plus we want to be able to see your name on your piece so don’t cover up the bottom.

5. Clean up after yourself rinsing paint brushes and wipe down table.Create

1. Ask table supply distributor to get table supplies—modeling tools, used paint brushes for glazing and glazes distributed in empty paint palette sets.

2. Distribute back animal figurine & slab building projects with help of students who are artwork distributors.3. Finish final touches on slab-building construction and color animal figurine. (Color animal habitat homes

another time after it been bisque fired repeating development of session 4 in Animals Are Important as review)Reflect“Artwalk”—Class Critique1. Instruct every student to stand up behind stood reciting & in action “1 finger on your lip & other hand on your

hip”. Then direct students to follow the teacher as the leader around all the different tables until everyone see everyone colored animal figurine and animal habitat homes. Return to table and at table write one comment and suggestion on post-it not to a tablemate partner about their Animal Are Important ceramic pieces.

Return to table to fill their reflection writing prompt: Your tribe had adopted this animal as its sacred animal and you are the chief medicine doctor who must tell the next generation an urban legend about this particular animal. Your job is to write about the physical qualities of you made of your animal figurine and what powers it has amongst your tribe. Start your story with “Once upon a time...” End story with “This is how the legend is.” Must have 3 paragraphs. You can use the back of writing prompt sheet as well.

2. Cleaup Procedures: Instruct students set their animal figurine in separate cardboard box tray. Instruct students to set their animal habitat homes in separate cardboard box tray. Turn off lights and remind students to do their art jobs (supply collector—return all art materials, artwork collector—gather everyone reflection and planning sheets, everyone else check floors for clay pieces to pick up and throw in trash and wipe tables with damp rags).

Name: _______________________________________________________________________Class Code: ________________

3D Animals Are Important-Figurine Planning Sheet 1. What animal from the North American guide sheet did you pick?

__________________________________________________________________________Animal Pose Sketch 1 Animal Pose Sketch 2

2. The significant reason(s) I pick this animal is because…

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Using shapes, design your figurine in the boxes above. Check the parts you will include:

Sketch Front of figurine Sketch Back of figurine

4. What Native American symbolic meaning did I find about my animal?

Art Challenge: Design an animal figurine and ceramic architectural habitat home of your significant North American animal of interest.

☐Head ☐Arms ☐Ears ☐Nose ☐Eyes☐Mane

☐Legs ☐Tails ☐Wings ☐Paws ☐Beak☐Antiers

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3D Animals Are Important-Biome Research Planning Sheet Name:_____________________________________________________________________Class Code: ______________

My animal report is on _________________________________________________________________________________

Geographical region in North America________________________________________________________________

Name and describe your animal’s habitat.

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Explain the eating habits of your animal. What is its prey? What are its predators?____________________________________________________________________________________________________________

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____________________________________________________________________________________________________________What symbolic meaning did you find about your animal? What does this animal mean to you?

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3D Animals Are Important-Animal Habitat Home Planning Sheet Name: ___________________________________________Class Code: _________________________________Date:_________________

Name the animal you will create a figurine & shelter.o

Name all the habitats in which your animal lives.

Animal Habitat Home Idea 1 Animal Habitat Home Idea 2

Animal Habitat Home Idea 3 Teacher’s Example of Animal Habitat Home

Visual Clues examples: My toad home shows a baby toad head popping out of a mushroom (toadstool) in which my toad may have relationship living near mushrooms and leaves.

Sketch 3 different ideas of your animal habitat home. Your home must include 3 visual clues of the biome in which your animal lives (plants/vegetation, soil/terrain, water current, even other animals).

Clay Unit QuizName:___________________________________________________ Class Code: ___________________________If multiple-choice circle correct answer. If True or False statement circle appropriate response.

1. Slip is used for: (5pts)a. Making someone fallb. Holding the pieces of clay together, like “glue”c. Mopping the floor

2. Sgraffito is used for: (5pts)a. To scratch into clay to produce texture or patternb. Colored surface of ceramic after initial firec. Attach clay slab to another clay slab

3. True or False: pattern is the repetition of shapes and lines (5pts)

4. True or false-we use the rolling pins to create coils (5pts)

5. Define coils (5pts)a. A piece of clay that is rolled into a “snake-like” figure to build withb. A springc. Something you use for electricity

6. What is a kiln used for: (5pts) a. To repair artwork that breaksb. To combine to colors or blend c. An oven that bakes the clay until it is solid

7. True or false: texture is the way something feels when we touch it. (5pts)

8. Define glaze: (5pts)a. The sweet stuff on top of donutsb. Layer substance which fused to ceramic body through firing in the kilnc. Paint

9. Clay is: (5pts)a. A mud that is moist. We mold into the structures we needb. Silly puttyc. Something we paint with

10. True or false: If clay is too wet we should add more clay or work with clay until drier. (5pts

11. What is the general rule if the clay is too dry? (5pts) a. The clay will crack. Dip clay in water. b. The clay will crack. Add small amounts of water to the clay. c. The clay will fall apart. Get new clay.

12. True or false: texture is the way something feels when we touch it. (5pts)

13. True or false: we do not need to cover our clay at the end of the period, it WON’T dry out. (5pts)

14. True or false: we do NOT need to wipe the bottom of our clay piece and we do not need to write our names on our clay piece. (5pts)

15. What is the method we use to join or attach any clay slab to another piece of clay? (10pts) What are the 4 steps to this process? (5pts for each correct step)

Step 1Step 2Step 3Step 4

Kiln firing clay.

Coil

Sgraffito/incise into clay

Animals Are Important- Animal Figurine & Habitat Homes Final Checklist

☐ Can my animal figure stand on it own? ☐ Does my animal have texture? Incision?

☐ Is my shelter big enough to fit my animal figurine?

☐ Does my animal habitat home have 3 visual clues to show where my animal lives? List your visual clues in space below.

D

☐ Does my animal home have a roof? Is my animal habitat home stable & can stand on it own?

Animals Are Important- Animal Figurine & Habitat Homes Final Checklist

☐ Can my animal figure stand on it own?

☐ Does my animal have texture? Incision?

☐ Is my shelter big enough to fit my animal figurine?

☐ Does my animal habitat home have 3 visual clues to show where my animal lives? List your visual clues in space below.

D

☐ Does my animal home have a roof? Is my animal habitat home stable & can stand on it own?

5th Grade Animals Are Important Reflection Write an urban legend story about your animal & its shelter.

Writing prompt: Your tribe had adopted this animal as its sacred animal and you are the chief medicine doctor who must tell the next generation an urban legend about this particular animal. Your job is to write about the physical qualities of you made of your animal figurine and what powers it has amongst your tribe. Start your story with “Once upon a time...” End story with “This is how the legend is.” Must have 3 paragraphs. You can use the back as well.

Title of story:

Once upon a time…

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